These remarks have been edited lightly for publication here.

This introduction frames this special issue on ideological transparency by contextualizing the original call for papers within our sociopolitical moment and outlining how various themes emerged — or did not — from the articles included. The editors posit that more nuance is needed in the justifications for how, why, and whether or not teachers of writing and literature inflect their own politics in class.

In the Visibility Project, professional organizations have worked to gain recognition for the disciplinarity of writing and rhetoric studies through representation of the fieldin the information codes and databases of higher education. We report success in two important cases: recognition as an “emerging field” in the National Research Council’staxonomy of research disciplines; and the assignment of a code series to rhetoric and composition/writing studies in the federal Classification of Instructional Programs(CIP). We analyze the rhetorical strategies and implications of each case and call for continuing efforts to develop and implement a “digital strategy” for handling data aboutthe field and its representation in information networks.

ly and less accessibly for teachers. Even as I was finishing this project, I was worrying about the dangers of becoming ungrounded by too much abstraction while I fretted on another level about the increasing elevation of theory over practice in composition. My intellectual history-like that of the teachers I've talked with-shows that my work has thrived on relationships with reflective counterparts, through whom it is constantly challenged, transformed, expanded, and refreshed. Textual others have an extraordinary part to play in enlarging reflection beyond the merely personal, as the teachers' conversations and materials emphasize. But face-to-face or other intimate reflective interactions, like Steve's letters to his This content downloaded from 157.55.39.217 on Tue, 06 Sep 2016 04:01:40 UTC All use subject to http://about.jstor.org/terms

In this unique collection, the editors and authors examine, against a rich historical background, the complex contributions that women have made to composition and rhetoric in American education. Using varied and at times experimental modes of presentation to portray teachers and learners at work, including the very young and the elderly, the text provides a generous and fresh feminine perspective on the field.

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