The American Heritage Dictionary defines 'Op-Ed' as: "A newspaper page, usually opposite the editorial page, that features articles expressing personal viewpoints." JCS is not a newspaper, and it does not run editorials -- but for some time we have provided a place for papers expressing more personal views on curriculum than are (perhaps) compatible with the 'paper' that is our staple. We hope our readers will share in the conversation by making contributions to the Op-Ed series, and offering comments, reactions, extensions to the Op-Ed papers, and the comments made on them.

For the complete text of previous Op-Ed papers and reactions, or to submit a 'reaction', visit the journal's US site. Additional comments and proposals for future Op-Ed essays should be directed to Ian Westbury, JCS General Editor.

Recent & forthcoming Canadian Op-Ed contributions include:

R. Barrow, The 'higher nonsense': some persistent errors in educational thinking 

K. Egan, Education's three old ideas, and a better idea

J. Olson, Trojan horse or teacher's pet: computers and the culture of the school

S. de Castell, Literacies, technologies and the future of the library in the 'information age'

D. Stewart, National testing in mathematics: one province's predicament

F. M. Connelly, Life in the foothills of curriculum

M. McNay, The conservative political agenda in curriculum: the Ontario experience in science education

J. Olson, Systemic change/teacher tradition: legends of reform continue

W.-M. Roth,  Scientific literacy as an emergent feature of collective human praxis

S. de Castell and J. Jenson, Serious play

R. Stooke, 'Many hands make light work' but 'too many cooks spoil the broth': representing literacy teaching as a 'job for experts' undermines efforts to involve parents

R. M. Heydon, The theory and practice of pedagogical ethics: features for an ethical praxis in/out of special education