This article presents a model of public scholarship in which the knowledge-generation binary in traditional and public scholarship can and does blur, even dissolve, through interdependent partnerships. The author analyzes the overlapping issues of authority and voice between the scholarship of community-engaged research and the discipline of English through an ongoing public scholarship project with a local African American museum to reinsert African American experiences into U.S. history. Because community partners' voices are critical to this historical work, this eleven-year collaboration illuminates issues of authority and knowledge-making, such as who can speak, for whom, for what purposes, and to what ends, in both the scholarship of identity politics and public scholarship.