This book takes up, and takes seriously, the institutional sites and pedagogical investments of professional identity for college English teachers and examines how these site and investments both constitute and complicate the space of our politics. Drawing on contemporary critical theories, learning technologies, classroom experience, and personal self-reflection, the contributors examine the issues that proceed from our simultaneous occupation of pedagogical and political spaces, institutional and larger sociocultural positions, and differently constructed, empowered, and constrained identities. Their vigilant attention to their own academic practices marks a major step in English studies - a step beyond "political correctness" and toward a more richly principled contextualism and a better situated pedagogical conscience.