This article analyzes CEE's and NCTE's current positions related to political action and highlights the increasing need for public intellectual and political activism as an integral part of organizational policy. Using Lakoff's (2005) concept of cognitive/linguistic framing in political discourse along with Kuchapski's (2002) characterizations of competing discourses in education accountability reform, the essay underscores how current national discourses about education are being framed in ways that challenge literacy educators' autonomy and authority while de-stabilizing public school teaching as a profession. Findings from an analysis of CEE and NCTE policy texts and online resources suggest that while both organizations have done considerable political work, they have only recently begun to position themselves in ways that will allow them to re-frame public conversations about literacy education and activate their memberships in the effort to increase professional authority and autonomy. The article concludes by suggesting ways that CEE, NCTE, and their constituents can act to re-frame policy conversations and engage in grassroots political work to promote progressive ideals and professional interests.