Abstract
This article looks at performing musicians working with teachers and children in schools and examines the political, cultural, and professional implications of this kind of interaction. This is offered as a case study of cross-professional collaboration and the issues involved. It argues that in order both to understand (evaluate) such exchanges and to redefine what makes for professional knowledge in such novel exchanges we need to focus on context. But this sets us in opposition with other currently fashionable movements which seek to define professional action in de-contextualized (eg., competency-based) terms. What is at stake is the political control of social programs through controlling what counts as professional knowledge.
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