دورية أكاديمية
Public Scholarship in Music Education: Rethinking Academic Freedom by Unthinking Method
| العنوان: | Public Scholarship in Music Education: Rethinking Academic Freedom by Unthinking Method |
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| اللغة: | English |
| المؤلفون: | Alexis Anja Kallio (ORCID |
| المصدر: | Research Studies in Music Education. 2024 46(2):191-201. |
| الإتاحة: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Music Education, Academic Freedom, Ethics, Neoliberalism, College Faculty, Power Structure, Outcomes of Education, Equal Education, Creativity, Scholarship |
| DOI: | 10.1177/1321103X231218564 |
| تدمد: | 1321-103X |
| مستخلص: | Beyond the political interference of authoritarian regimes, the neoliberalisation of the academy has emerged as one of the key threats to academic freedom in the twenty-first century. The demand to produce research outputs of sufficient quantity, quality, and impact for scholars to justify their taxpayer-funded appointments reconceptualises the responsibility of the "public scholar" from one who challenges the status quo and inequitable power relations, to one who provides a worthwhile return on investment. Accordingly, questions have been raised as to whether academia is a feasible realm in which to further ideals of equity and justice in music education. In this article, I examine the tension between critical imperative and methodological conformity, considering how the policing of method reinforces individualized frames of knowledge-production that fix and limit notions of what knowledge is and what it does. I argue that music education scholars may be well placed to deviate from procedural method in realizing a more creative and relational public scholarship, in working toward a more ethical conceptualisation of academic freedom through the inquiry process itself. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1432916 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 1321-103X |
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| DOI: | 10.1177/1321103X231218564 |