The final day of the Music Education and Social Theory PhD course brings together the critical perspectives and theoretical frameworks explored throughout the program. Drawing on the rich tapestry of critical and social theories explored this session transitions from theoretical inquiry to applied analysis. Participants are invited to engage critically with examples and analyses that highlight the complexities of music education’s social dynamics.

The session focuses on theorising as an active and analytical process, exploring how social theory can contribute to uncover misrecognised social mechanisms, challenge entrenched inequalities, and inspire transformative approaches in music education. Through case studies, collective discussions, and individual analysis, participants interrogate the dual nature of music education as both a space of potential change and a site for the reproduction of social norms and power relations.

A significant part of the day is dedicated to integrating participants’ doctoral research projects into the discussions. Guided interactions allow participants to draw on the theoretical insights from the course as they position and refine their research within broader academic and societal contexts. This collaborative exchange fosters an environment of critical dialogue, offering both feedback and inspiration.

The day concludes with a collective reflection on the possibilities and responsibilities of applying social theoretical analyses in music education research and practice. Participants are encouraged to consider how their work contributes to broader conversations about the role of music education in addressing sociocultural challenges and shaping future imaginaries. Rather than an endpoint, this session serves as a generative moment for further intellectual and critical engagement, ensuring that the theoretical tools developed during the course continue to inform participants’ scholarly trajectories.