This paper is an invited response to a one published by David Elliott in The Music Educator in 2012 in which music teachers were enjoined to encourage children to use music's expressive power as a political tool in pursuit of social justice. While in agreement with him that this can be an appropriate use of music, there is a curious avoidance of controversy in Elliott's article that might frustrate that end in that nothing is said about whether students should be prompted to critically examine sacred myths, such as the American Dream or historical narratives, and pedagogical practices that might limit their understanding of social problems. Much of my response is given to consideration of some of the possible reasons for Elliott's avoidance of controversy, including an over-emphasis on "doing" or "making" music that might leave little curricular time for the kinds of study and controversy and debate that are essential to understanding social (in)justice.