Abstract
In this forum, I’d like to draw your attention to two upcoming opportunities to contribute to the advancement of our scholarly community. A call for the next Associate Editor/Editor-Elect of the Journal of Research in Music Education and a call for a new slate of Editorial Committee members are soon to be released. Editorial service is just one of the myriad ways a scholar can contribute to the development of the profession. Given the role that the JRME plays among music education researchers and the scope of the journal’s readership, the influence one can have in an editorial role is considerable. Service in this capacity provides opportunities for (a) building a culture that motivates researchers to do their best work and (b) helping authors bring their creative contributions to the world. I also imagine that most scholars in our field would hope that the research featured in the JRME addresses truly compelling problems and phenomena related to music teaching and learning and that the research also be representative of methodological work conducted with thoughtfulness, rigor, and care. Performing editorial service is an excellent way to work toward such ideals.
The JRME should also be a venue that regularly features a wide variety of research. However, as I noted in the April 2023 Forum, we do not always achieve that goal. One way to encourage a breadth of submissions is for scholars with a breadth of methodological expertise to be represented on the editorial committee. To be more specific, I would like to encourage colleagues who specialize in research paradigms that are not as frequently featured in the journal to apply to be part of the organization, particularly those who have a depth of understanding of historical and philosophical methods.
Moreover, it is important that the JRME includes work that is representative of the diversity of our profession at large. Therefore, it is critical that the editorial committee include individuals with a diverse array of life experiences to draw from. One thing that I’ve noticed when it comes to volunteering for editorial committee service is that people will sometimes discount their own expertise and experience and assume that some positions are simply not for them. One consequence of this trend is that only a small group of people within our community may tend to volunteer for leadership roles and, unfortunately, that leadership groups can end up being somewhat homogeneous. I wish to encourage those in the profession who might not be sure as to whether they are a fit to roles such as the editorial committee of the JRME to be bold and to, instead, recognize the unique contributions that could be made should the makeup of the committee be more representative of the profession at large. Our research community needs a variety of perspectives among its leaders if we are going to continue to be of service to the profession and if we are to continue to grow.
I am pleased that the articles included in this issue include inquiry into a variety of critical contemporary issues affecting many in the field. Collectively, the contributing authors address issues of gender bias and stereotyping, students’ mental health, students’ access to music in their schools, and historical precedents for technological innovations in pedagogy. I am certain readers will find these pieces to be compelling reading and that the research contained in this issue will spur many meaningful conversations.