This paper is the pedagogical embodiment of accumulated understandings drawn from discussions of postmodern and poststructuralist theory and suggests some forms that an ethical music education might take. Music education in the postmodern era calls for and revives an attention to the relations between music and cultural narrative. Students bring diverse locational and historical narratives to the classroom. Bearing this in mind, this paper examines difference in the context of a music education that is now charged with both obligations as a result of internationalism, and with a role in resistance to the homogenising forces of globalisation. It suggests music education as a possible site for a critical concept of knowledge and as a dynamic site of cultural narrative.