ABSTRACT
This chapter describes living and teaching musically in and with c/C ulture, a brief sociologically informed excursion into aesthetic education and challenges in dialoguing with students. The professional education of many teachers tends to focus on their subject matter knowledge, pedagogical skills, and—in some countries—awareness of legal matters concerning teacher-student-parent responsibilities, classroom conduct, and a school's authority in the larger societal system of education. A cursory glance at thriving band, choral, and orchestra programs still prevalent in many secondary schools in the North America would seem to suggest that music educators are successful in providing opportunities for school music(k)-ing. In short, teachers—in their role as value educators—face new challenges in the time-proven tasks of asking questions, and accepting student's answers as reflections of diverse realities. Most teachers are familiar with asking direct questions to which they already know the answer.
