- A Note from the Founding Coeditors
We are continuing our twentieth-anniversary volume with one of our signatures: the undedicated issue. Indeed, in our first five or so years of production, we intentionally kept special issues to a minimum in order to focus on the range of scholarship across the larger discipline of English. And though we have had many excellent special issues, we have a special place in our hearts for the undedicated issue and all the ways it can be eclectic, wide ranging, and thought provoking.
This issue is wonderfully representative of what we have tried to do over the last twenty years:
• Bring scholars into dialogue with one another around issues of the day — as three of our editorial board members demonstrate here in the “Commentary and Response” section.
• Publish insightful, provocative articles on topics of interest to everyone in English studies, challenging subdisciplinary boundaries, featuring innovative ideas worthy of the widest possible hearing — each of the articles here does just that, replicating the virtual staff room we have always hoped Pedagogy could be.
• Highlight praxis in our “From the Classroom” section by featuring inventive classroom strategies and curricula.
We are sure that, as in every issue, there will be something for you, dear reader. [End Page 201]
Editing Pedagogy all these years has given us such a rich insight into the amazing scholarship around teaching and learning going on in every corner of English studies. In a time when there is so much to lament, the scholarship that comes to us (whether published or only reviewed) reminds us how lucky we are to witness our field’s absolute commitment to our students. We are grateful for it — and for you, our colleagues. [End Page 202]