Editorship comes with many responsibilities, which, from my perspective, frequently are not enacted by journal editors including in the field of science education. When Ken Tobin and I thought about founding a new journal, it was not only to provide the structure for a new kind of scholarship, a new kind of scholarly community with a different set of values concerning writing and publishing research, but also to approach journal editing and journal review processes in new ways. In this editorial, I articulate some of the problems in the current review processes in our field generally, responsibilities that many journal editors do not enact as part of their role in the development of a discipline. When we decided to bring this new journal into being, we explicitly discussed the need to create a new culture of editing and peer review in science education – which we, as others, reviewed and critiqued in a special issue of Research in Science Education on the same topic (Roth and Tobin, 2002). I have also written about the vagaries of peer review in funding organizations and articulated theoretical models