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On Editing and Contributing to a Field: The Everyday Work of Editors

On Editing and Contributing to a Field: The Everyday Work of Editors Commen tar y On Editing and Contributing to a Field: The Everyday Work of Editors Gail E. Hawisher and Cynthia L. Selfe Why would scholars become editors? Why would teachers? As coeditors of Computers and Composition and several book series that focus on the uses of computers in educational settings, we often hear these questions from knowl- edgeable colleagues and graduate students. As these individuals know, aca- demic editors often go unpaid and underappreciated for their labor, which frequently keeps them from tending to their own scholarly projects. Further, the job of editing includes much that could be construed as mundane — organ- izing and hounding busy reviewers, photocopying and filing manuscripts, writing letters, corresponding with publishers over the minutiae of proofs and permissions. Moreover, editors risk being described by fellow scholars and teachers as undiscriminating, willfully obtuse, or enamored of the role of gatekeeper. When talking to graduate students about these very real perspectives, however, we also take care to describe how the editor’s desk can be a power- ful intellectual forge — an environment where theory and politics bump up against the pragmatic practices of a profession, where the vision of a disci- pline’s future and potential http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Pedagogy Duke University Press

On Editing and Contributing to a Field: The Everyday Work of Editors

Hawisher, Gail E.; Selfe, Cynthia L.
Pedagogy , Volume 4 (1) – Jan 1, 2004
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References (38)

Copyright
© 2004 Duke University Press
ISSN
1531-4200
eISSN
1533-6255
DOI
10.1215/15314200-4-1-9
Publisher site
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Abstract

Commen tar y On Editing and Contributing to a Field: The Everyday Work of Editors Gail E. Hawisher and Cynthia L. Selfe Why would scholars become editors? Why would teachers? As coeditors of Computers and Composition and several book series that focus on the uses of computers in educational settings, we often hear these questions from knowl- edgeable colleagues and graduate students. As these individuals know, aca- demic editors often go unpaid and underappreciated for their labor, which frequently keeps them from tending to their own scholarly projects. Further, the job of editing includes much that could be construed as mundane — organ- izing and hounding busy reviewers, photocopying and filing manuscripts, writing letters, corresponding with publishers over the minutiae of proofs and permissions. Moreover, editors risk being described by fellow scholars and teachers as undiscriminating, willfully obtuse, or enamored of the role of gatekeeper. When talking to graduate students about these very real perspectives, however, we also take care to describe how the editor’s desk can be a power- ful intellectual forge — an environment where theory and politics bump up against the pragmatic practices of a profession, where the vision of a disci- pline’s future and potential

Journal

Pedagogy – Duke University Press

Published: Jan 1, 2004

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