Abstract
The core music education narrative is a powerful story firmly established in the public imagination as well as in the profession. Core narratives develop over time and create a sense of epistemological certainty that is resistant to change. In other words, the power and persistence of a core narrative can become problematic through limiting the kinds of stories that are told and heard. What would it mean to re-frame the core narrative of music teaching and learning and re-place music education into more vibrant, open, collaborative both/and spaces that include more than the place of school?
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