From the Editor

In this issue of Canadian Social Studies, we mark a passing of sorts. Jon Bradley, our long-time Québec columnist has passed on his responsibilities to different hands. In his place, Kevin Kee, a faculty member of the Department of History and Canadian Studies at McGill University will be our regular Québec columnist. We thank Jon for his commitment and for his many contributions to CSS these past years and welcome Kevin to the journal.

While they are not "themed" in any deliberate way, the articles and columns that appear in this issue represent the research/classroom practice dynamic that has characterized Canadian Social Studies for most of its existence. To illustrate this dynamic, a good case in point is Lynn Lemisko's article on the ways in which R. G. Collingwood's theories of historical understanding might be applied to classroom teaching contexts. The same emphasis on praxis can be seen Walt Werner's piece that draws on cultural theory to suggest how editorial cartoons might be better "read" in social studies classes.

I hope you enjoy this issue and invite you to read the forthcoming Special Issue of CSS (Spring 2004) in which we focus on graduate student's work in social studies.

The Editor