This study surveyed and analyzed feminist methodologies in four composition journals across ten years. Our findings offer a number of important checks upon methodological and epistemological conversations in composition research, particularly how the methods we choose demonstrate our attention to social justice, the materialities of research practice, and the situatedness of knowledge claims.

This article presents findings from a case study with dual enrollment English faculty, highlighting the challenges they face in asserting a professional identity and exploring the possibilities for a more collaborative vision of the two-year college English profession.