The conference theme states that “Music has long been a universal language that transcends cultural, social, and political barriers”. Following Campbell (1997), as well as Letts (1997) and Mukuna (1997), we find that “no, not exactly is music universally understood” (Campbell, 1997, p. 36).Yet overcome cultural, social, and political barriers, we do wish to do, especially in our field of music, pushed to the outer circles of the educational policy debates (Rusinek et al., 2015), yet thrust around in their wake.In October 2024, an international group of like-minded academics and music teachers contributed to a symposium exploring Author 2’s (2023) early conceptualisation of Educative Evidence-Based Practices (EEBP), a framework adopting medical approaches of patient care as a subversive response to those “cultural, social, and political barriers” put up by policymakers (Author 1 et al, 2024). Finding it (in most cases) useful as a way to re-centre teacher experience and students’ needs, values, and circumstances in music learning, researchers and teachers have spent the last 18 months collecting research, philosophy, and teaching practice for an upcoming book.This panel brings together some of those music teachers and authors, from the USA, Australia, and Greece, to explain how the framework has been useful in their local context, and at the levels of classroom teaching, responding to government policy, and initial teacher education.The panel will begin with an overview of EEBP, then panellist reflections will illustrate how the framework was used in their practice to overcome those barriers. We invite attendees to ask questions and interrogate whether this theory might be useful in their own active and activist lives.Panellists and presentations:Author 1 (Chair, Sydney, Australia) Overview of EEBP.Evidence-Based Practice (sometimes referred to as “what works” or “Evidence-Informed Teaching”) has become dominant in education policy around the world over the last 25 years. Government policies, biased toward positivist cognitive science, metasyntheses, and randomised control trials, have painted a picture that “the science is in”, while scholarly discourse has revealed a contested field (Biesta, 2010; Sahlberg, 2023). Rather than furthering this debate, the Educative Evidence-Based Practices framework seeks to reset the discussion, drawing on a successful framework from medical evidence-based practice (Hoffmann et al., 2013). We have shown (Author 2, 2023; Author 2 & Author 1, 2024) that rather than a top-down process from government, Evidence-Based Practice becomes educative once the teacher considers their own expertise, context, and the needs, values, and circumstances of their students, alongside the research evidence.Author 2 (Music teacher & scholar, Sydney)Resisting neoliberal education policy in the music classroom.Author 3 (Scholar, Athens, Greece) Guarding against praxis shock within the complex ecology of pre-service music teacher internships.Author 4 (Scholar, Connecticut, USA) Diversifying world drumming class for English Language Learners through EEBP.Author 5 (Scholar, Melbourne, Australia)Promoting culturally safe spaces in music education.Author 6 (Music teacher & PhD candidate, Sydney) Resisting music education hegemonies through the centring of students’ musical assemblages in EEBP.Per the submission instructions, abstracts will be provided for panellist papers if accepted.