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Editors' Introduction

Editors' Introduction Jennifer L. Holberg and Marcy Taylor As we write this introduction, it is the end of another academic year, and we are surrounded by papers that need responding to, by exams that need cor- recting, and by what seem to be the million other tasks that always need doing at the end of a term. Summer — with its promise of travel, of a space for other kinds of work (academic and not), of time for rejuvenation — is almost here. If we could just get these last few things done! So you will forgive us, we hope, if this is not our longest introduction. We all know that some semesters are longer than others — this would not be a truthful journal devoted to teaching if we did not occasionally acknowledge the exhaustion we feel after some terms are over. You, our readers, though, will have received this issue at the begin- ning of the new academic year. And if you are like us, you will have found that the lassitude of the spring has given way to the anticipation of the fall. Much of our own excitement each fall comes from facing a new class, thinking and http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Pedagogy Duke University Press

Editors' Introduction

Holberg, Jennifer L.; Taylor, Marcy
Pedagogy , Volume 2 (3) – Oct 1, 2002
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Copyright
© 2002 Duke University Press
ISSN
1531-4200
eISSN
1533-6255
DOI
10.1215/15314200-2-3-295
Publisher site
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Abstract

Jennifer L. Holberg and Marcy Taylor As we write this introduction, it is the end of another academic year, and we are surrounded by papers that need responding to, by exams that need cor- recting, and by what seem to be the million other tasks that always need doing at the end of a term. Summer — with its promise of travel, of a space for other kinds of work (academic and not), of time for rejuvenation — is almost here. If we could just get these last few things done! So you will forgive us, we hope, if this is not our longest introduction. We all know that some semesters are longer than others — this would not be a truthful journal devoted to teaching if we did not occasionally acknowledge the exhaustion we feel after some terms are over. You, our readers, though, will have received this issue at the begin- ning of the new academic year. And if you are like us, you will have found that the lassitude of the spring has given way to the anticipation of the fall. Much of our own excitement each fall comes from facing a new class, thinking and

Journal

Pedagogy – Duke University Press

Published: Oct 1, 2002

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