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Policy, Narrativity, and the Representation of Reality

This article examines the policy implications embedded in the questions asked by music educators that frame the historical progress and evolution of music education. Further, this article posits that while these questions have seemingly worked toward solutions to problems, they have systematically preserved the inequalities we intended to dismantle. Consequently, this article investigates the complexity and contradictions embedded in history and policy beyond vague notions of linear progression. I suggest that the narrativization of music education has made us subjects in a process that not only works against "musicking," but also reproduces hierarchies and disparity.