This Narrative Inquiry examines creative agency in school systems as expressed through the voices of former and current music students. Four stories representing widely varied experiences and cultural capitals are shared and explored. Interviews with current students and personal reflections on classroom practice provide commentary for each story. Initial research is grounded in music identity, inclusion policy and music composition practices. Emergent issues explored include the complexity inherent in teaching creativity in classrooms, the power dynamics involved in assessing creativity and the social implications of identifying as a creative person. The research concludes with implications for inclusion policy, systemic change and creative classroom methodologies.
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