Call for submissions: Journal of the Vernacular Music Center themed issue II/2 – “Privilege”

deadline for submissions: 
February 1, 2017
full name / name of organization: 
Christopher J Smith / Vernacular Music Center, Texas Tech University

Call for submissions: Journal of the Vernacular Music Center themed issue II/2 – “Privilege”

The JOURNAL OF THE VERNACULAR MUSIC CENTER is a peer-reviewed electronic journal, originating at the Vernacular Music Center at Texas Tech University, of research, teaching, advocacy and interdisciplinary collaboration in the world’s music and dance traditions and related expressions. Published online twice a year through the Texas Digital Library, under the direction of a Steering Committee of leading experts from across the disciplines, the Journal brings together scholars, performers, teachers, learners, and listeners in guest-edited, themed issues presented in a rich multi-media environment. Unique content, engaging conversations, and powerful teaching and learning insights are the JOVMC’s trademark.

The JOVMC’s Volume II Number 2 features a slate of interlocking essays on the complex and fraught topic of Privilege.

In the contemporary world, as both academia and the general public continue to struggle with the historical legacies of colonialism, imperialism, racism, classism, sexism, homophobia, and related phenomena, which still impact human experience worldwide, “interrogating privilege” has become an essential process of self-reflection and -assessment. This is especially necessary in the case of the “haves” who historically monopolized the capacity to dictate intellectual and academic discourse, as opposed to the “have-nots” whose perspectives, values, and expressive arts have often been marginalized, appropriated, exploited, and/or neglected.

As advocates and pedagogues within the realm of university music teaching, and most specifically in considering the impact of our university music teaching upon vernacular art forms in such contexts, we are called upon to interrogate academia’s own “privilege,” and the impact of that privilege upon the vernacular musical forms we love. As vernacular musics enter the academy, as they seek to diversify intellectual and philosophical experience, and to problematize hierarchies of value which reinscribe colonialism’s legacies, how do we in academia—students, teachers, administrators, consumers, and assessors—interrogate our own privilege vis-a-vis these musics? As researchers, advocates, and teachers, how do we turn the lens of honest self-criticism upon our own address to vernacular art forms?

This special themed issue (II/2; Spring 2017) of the peer-reviewed Journal of the Vernacular Music Center invites essays (3000-5000 words) which interrogate academia’s own privilege as it engages with vernacular music and dance within the university and secondary-school context. We invite rigorously-argued, solidly-theorized, and concrete narratives, based in direct examples and data, which explicate not only philosophical stances but specific cases, challenges, issues, and/or manifestations of privilege implicated in the introduction of vernacular expressive arts within the university. Submissions employing digital formats beyond the traditional expository essay, or which challenge that format’s predominance, are especially welcome.

Authors are encouraged to visit the following URL for Guidelines and submit-for-consideration tools:

deadline for submissions: Feb 1 2017

Preliminary inquiries to Issue Guest Editor Christopher Smith: