Uses and Abuses of Gatekeeping: A Call for Affect, Ethics, and Rigor.
Saved in:
| Title: | Uses and Abuses of Gatekeeping: A Call for Affect, Ethics, and Rigor. |
|---|---|
| Authors: | Richerme, Lauren Kapalka1 (AUTHOR) lkricher@iu.edu |
| Source: | Philosophy of Music Education Review. Spring2025, Vol. 33 Issue 1, p22-36. 15p. |
| Subject Terms: | *Affect (Psychology), *Scholarly method, *Critical theory, *Theory of knowledge, Ethics, Moderation, Narratives, Social theory |
| Abstract: | While the absence of gatekeeping can foster a problematic populist disregard for scholarly expertise, there can exist a tension between scholarship that seeks to challenge or reimagine ways of knowing within a discipline and gatekeepers reliant on pervasive epistemologies. Given the limitations of present philosophical gatekeeping practices, I propose three questions with which philosophers, including both authors and reviewers, might engage. First, what affects might this work incite within and among readers? By reconsidering the longstanding inattention to feeling in philosophical inquiry, emphasizing affect facilitates the inclusion of personal narratives, poetry, and other artistic endeavours. Second, writers and reviewers might consider: What is the ethical nature of this work, and how does it contribute to ethical debates within the discipline? Understanding ethics as inseparable from ontological and epistemological questions avoids situations in which conservative ethics are misrecognized as neutral. Third, philosophers might ask: When is this work rigorous? Rigor involves the evolving interplay of parts and whole within a piece. Asking when a work is rigorous starts from the assumption that deep engagement with most philosophical writing reveals moments of rigor worthy of further nurture and development. Gatekeepers might become hospitable guides who journey with authors through fluid gateways. [ABSTRACT FROM AUTHOR] |
| Copyright of Philosophy of Music Education Review is the property of Indiana University Press 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 |
|
Full text is not displayed to guests.
Login for full access.
|
|
Be the first to leave a comment!
