Vol. 16, Nos. 1-2 [2008]
This issue discusses the nature and limits of anonymity. How does anonymity affect reading, writing and teaching practices, as well as other aspects of academic performance such as tenure and publication review? What are the social, economic, political, and intellectual dimensions of anonymity in contemporary academic culture? What are the philosophical dimensions of anonymity? What are the theoretical implications of new media technologies and globalization on anonymity?

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Vol. 15, Nos. 1-2 [2007]
This issue takes up philosophical questions of the border in film, including border cinema, multinational productions, theoretical investigations of liminal space and challenges to “world cinema” paradigms. If we are moving past notions of nation towards a borderless global order, how is this shift both reflected in and brought about by cinema? How have contemporary filmmakers negotiated languages, geographies and cultures across borders both literal and conceptual?

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Vol. 14, Nos. 1-2 [2006]
This issue asks how do intellectuals confront the present times? How do they make themselves heard? How do they make their words matter? The articles in this issue analyze the present situation of the intellectual, a situation that many find to be discouraging.

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Vol. 13, Nos. 1-2 [2005]
Whether for good or bad, collegiality plays a formative role in our lives as members of the academy. It effects our teaching and researching practices; it shapes the way we see ourselves as academics as well as the way we see others in the academy. The essays in this issue form a comprehensive statement on many of the social, political, economic and intellectual dimensions of collegiality in contemporary academic culture. If nothing else, they provide convincing evidence that collegiality is one of the key metaprofessional issues of our day: an issue worthy of continuing critical assessment because of its role as one the most basic features of academic identity.

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Vol. 12, Nos. 1-2 [2004]
Examinations of fiction’s present are most informative not when they are defending philosophical distinctions or developing literary classifications, but when they are grappling with topics such as the meaning of “the present” in fiction. This process, if pursued diligently, works to break down traditional divisions of academic and intellectual labor. It compels, for example, the creative writer to become more philosophical, and the philosopher to become more creative.

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Vol. 11, Nos. 1-2 [2003]
Theory presses on through bouts of self-reflexive crisis. But in recent years, this self-reflection has taken on an even more critical direction. Some critics have argued that the moment has arrived for a new, posttheory generation.

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Vol. 10, Nos. 1-2 [2002]
Disciplinary assumptions, curricular expectations, physical configurations of space, and institutional culture impact the conceptual frameworks that inform teaching. The authors in this issue encourage teachers who have not critically examined the places where they teach to do so, and remind us that a sophisticated understanding of critical pedagogy is not tantamount to a progressive pedagogical practice.

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Vol. 9, Nos. 1-2 [2001]
Accounts of globalization often involve a dizzying array of considerations, and often find themselves in uncharted disciplinary and methodological territory. It is not uncommon to find economic, political, ethical, aesthetic and technological considerations intervening with each other in globalization studies. The numerous methodological, disciplinary and theoretical challenges faced by globalization studies suggest a future replete with lively discussion and vigorous debate.

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