This essay explores the limits and bounds of music education's professional "We". It argues essentially that music education cannot become more socially just until it becomes more inclusive of diversity--and this means diversity of musics, peoples, voices, values, and more. The author argues that until the current homogeneity of music education and of music educators is confronted strategically, deliberately, and decisively, appeals to social justice will continue to ring hollow. Transforming who and what this "we" references, transforming whom this music educational "we" is presumed to include and exclude, are essential prerequisites to meaningful progress in the direction of socially just practice. (Contains 31 notes.)