Muriel E. Swijghuisen Reigersberg, S. McKerrell, A. Corn
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引用次数: 0
Abstract
ABSTRACT In this article, we argue that ethnomusicology holds valuable epistemic insights for considering how to measure and evaluate research for academics, as well as for research policy and management professionals. We focus on two notable instances of standardised national research assessment frameworks: the UK’s Research Excellence Framework (REF), and Excellence in Research for Australia (ERA) and identify the advantages of practice as research models for music research by considering the benefits of ethnomusicology’s reflexive and relativist methodologies to formal research assessment processes. To support our argument, we refer to published case studies of ethnomusicological research that reach beyond Western practice and thought to highlight the advantages recognising practice as research as a more inclusive modality of original knowledge production. We call upon ethnomusicologists to pro-actively engage with the formal processes of research assessment to make them more equitable and representative of our discipline’s broad commitment to decolonising academic practice.
期刊介绍:
Articles often emphasise first-hand, sustained engagement with people as music makers, taking the form of ethnographic writing following one or more periods of fieldwork. Typically, ethnographies aim for a broad assessment of the processes and contexts through and within which music is imagined, discussed and made. Ethnography may be synthesised with a variety of analytical, historical and other methodologies, often entering into dialogue with other disciplinary areas such as music psychology, music education, historical musicology, performance studies, critical theory, dance, folklore and linguistics. The field is therefore characterised by its breadth in theory and method, its interdisciplinary nature and its global perspective.