In Complicating, Considering, and Connecting Music Education , Lauren Kapalka Richerme argues that poststructuralist philosophy offers a counter to the detrimental aspects of standardization and the career-centric rationale that permeate contemporary music education policy and practice. Drawing on the writings of poststructuralist philosophers, particularly Gilles Deleuze and Félix Guattari, Richerme posits a philosophy of music education based on three integrated processes: complicating, considering, and connecting. She uses narrative as both a philosophical technique and position that, when synthesized with Deleuze and Guattari's ideas, mitigates the abstract, disembodied nature of their writing. Ultimately, Richerme argues that the purpose of music education is to assist students in reimagining their narratives by forming differing musical and educative connections with their multifaceted selves and local, global, and glocal places. Richerme illustrates that by complicating themselves, their students, and their places, music educators can better facilitate continually evolving connections between these three entities and more clearly consider the ethical implications of emphasizing specific connections over others.