They are long-term supporters of the journal and I am thankful for the time they took to provide us with their history and insight as we celebrate the 20 years of CJSTME.We begin the issue with articles from the founding editors. Derek Hodson (2021) writes about the key issues that need to be addressed in building a curriculum for sociopolitical activism. He describes a fourstage model to build students' capacity for sociopolitical action on socioscientific issues (SSI). He recognizes that there are many reasons why this kind of curriculum will be "extraordinarily complex and difficult" but well worth the time and effort. Gila Hanna (2020a, b) provides a commentary, in both English and French, about the 20 years of the journal. She describes the key factors in the ongoing success of the journal including a stellar editorial board, the appointment of new editors and bringing together anglophone and francophone researchers and educators. She feels the journal can "confidently look forward" to a productive life. Jacques Desautels (2021) provides an example of science and politics in L'enseignement des sciences et le politique: un exemple. He explores the revised program of natural sciences at the college level in Quebec and the stakeholders in the design of the program. This French article looks at the political issues of curriculum design, and how Desautels arrives back where he was 20 years ago.Following the leadership of these three exceptional authors and professors, John Wallace became the Editor-in-chief in 2007 until 2018. Joining him on the editorial team were Rina Zazkis and Nathalie Sinclair. Zazkis' (2021) article focused on mathematical knowledge in teaching based on a special issue called "Personal Mathematical Knowledge in the Work of Teaching" (CJSMTE 13(2), 2013). She integrates the ideas presented by the authors of the 2013 Special Issue with examples from her own teaching. Sinclair (2021) writes about whether this is the appropriate time to spatialise, transdiscipline and deconstruct CJSMTE. She examines CJSTME's articles from the past 20 years to consider how CJSMTE relates to more global issues of educational research and how the different paradigms of research have been represented over time, particularly for mathematics education.
