In the face of globalization, speed communication, and the mashing up of once clearly drawn borders, it seems both pertinent and constructive that music education philosophers make use of comparative frameworks to make sense--and make new sense--of educational and musical events, products, and interactions. However, comparison that is merely…

The concept of dialogue as deconstruction introduced in this article is prompted by two concerns: first, the multiplicity of representation in contemporary society, and second, the need to address rather than resolve the other as a central premise for learning. Dialogue as deconstruction is seen as an impactful element in destabilizing sequential…