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This paper utilizes Du Bois' double consciousness, as well as insights from feminist theory and critical pedagogy, to examine the tensions involved in being both a professional sociologist and a New Orleanian affected by Hurricane Katrina. We argue that sociologists from New Orleans face barriers that prevent us from writing and teaching about Katrina 'objectively', as many in our discipline demand, while simultaneously discouraging us from engaging in research and teaching that draw on personal experiences with Katrina. We are told by reviewers, editors, and colleagues that our experiences, construed as biases, are inappropriate for our writing and our classrooms. We contend that much important knowledge about Hurricane Katrina will never be created, and the knowledge that is created will be largely written and taught by those who did not experience the storm first-hand. This paper reconciles two conflicted consciousnesses by deconstructing the situation encountered by sociologists from New Orleans.

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