Ethical Dimensions of Peer Review for Practitioner Journals in Music Education.
Saved in:
| Title: | Ethical Dimensions of Peer Review for Practitioner Journals in Music Education. |
|---|---|
| Authors: | Kaschub, Michele1, Strand, Katherine2 |
| Source: | Action, Criticism & Theory for Music Education. Jul2025, Vol. 24 Issue 4, p71-89. 19p. |
| Subject Terms: | *Scholarly peer review, *Music teachers, *Music education, *Scholarly periodicals, *Scholarly publishing |
| Abstract: | In this article, we extrapolate from writings addressing peer review in research journals, and general essays for all published writing, to consider the process of review in journals created for music education practitioners. We examine potential biases in recruiting review board members, the practices of reviewers, and the responsibilities of editors who shepherd the manuscript through the system. Further, questions arise concerning the ethics of transparency as manuscripts travel from hand to hand, pointing to dilemmas across an author-editor-reviewer triad embedded in systems of readership, publication, and profession. The review process may allow reviewers disproportionate power over what counts for knowledge in music education and how that knowledge should be communicated. Some critics suggest peer reviews should include more transparency to hold reviewers accountable. Given these and other concerns, we question how the review process for practitioner journals might be improved and make suggestions related to reviewer selection and training, the sponsoring organization's stated commitment to communicating innovative practitioner ideas, and the relationships between author, reviewer, and editor. [ABSTRACT FROM AUTHOR] |
| Copyright of Action, Criticism & Theory for Music Education is the property of Mayday Group and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
Be the first to leave a comment!
