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Previous research in music education has centered on the merits and practical elements of teaching multicultural perspectives of music (Gustafson, 2009). While the aims of multiculturalism are noble, efforts at highlighting other cultures often become tokenistic in practice and do not engage with the social and political critique central to Social Justice Education (SJE) (Bell, 1997). For this study I collected and analyzed the personal narratives of eight music educators who self-identify as committed to battling inequity. Preliminary results suggest that participants actively resist positioning themselves as “music educators,” distancing themselves from the dominant tropes of music education. Even while resisting the formal label, however, these teachers see great potential for personal connection in facilitating musical experiences with young people.