Associate Editor's Introduction

Abstract

Thinking of books as both discourses and artifacts is, of course, a review editor’s job, but this topic has occupied my mind more than usual lately as I have paused to reflect on Pedagogy’s second full year of publication and the Reviews section’s role in it. Editing is not easy, of course, but these two years have been full of tender mercies that have made the experience a rich and rewarding one. I am especially grateful to all the contributors who have worked so hard, and sometimes at breakneck speed, to make the Reviews section a vibrant, compelling part of the journal. As is well known by now, we sought to rethink and reinvigorate the traditional book review when we inaugurated Pedagogy, and we have been extremely gratified at the favorable response of the readership, particularly regarding the roundtable review format. For Pedagogy to receive the Council of Editors of Learned Journals award for best new journal in 2001 was warm recognition of hours of hard work by many people. The end of our second year of publication is also a good time to step back and consider what changes may be beneficial to the structure of the editorial enterprise. With that in mind, then, I am happy to announce a most