Thwarting the authority of purpose: Epistemic responsibility within collaborations
Musician Teacher Collaboration: Altering the Chord
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This chapter suggests that although powerful, the topic or question of the musician–teacher collaboration is the wrong one with which to begin. Rather, I advocate for the merits of epistemic responsibility, arguing it to be an impactful and meaningful way to challenge the primacy of purpose in any collaboration, whether poet/language arts or musician–teacher. This does not obviate the necessity of content decisions or accountability, but it does propose engagements with teaching and learning where responsibility is guided by moral issues of being with others.