This workshop builds on our earlier explorations of positionality in improvisation while extending the conversation toward questions of inclusion, and transformation in music education. Improvisation is often framed as an inherently democratic practice, celebrated for fostering collaboration, freedom, and equality (e.g., Mwamba & Johansen, 2021). Improvisation, however, is also shaped by power relations, cultural discourses, and positionalities that can determine whose voices are heard, valued, or marginalized (Reardon-Smith, 2019). This workshop will offer an interactive, critical, and creative space to engage with these tensions while envisioning ways to bridge diverse musical and epistemological worlds.Situated within ISME’s 2024 theme of Unity and music education: building bridges for all, the workshop invites participants to consider how reflexive awareness of positionality can support inclusive practices (e.g., Acevedo et al., 2015). Through musical improvisation, structured reflection, and dialogic activities, we will explore how educators’ and learners’ identities, roles, and histories inform participation in music-making. We will also interrogate assumptions that improvisation is automatically inclusive, asking instead: Who is empowered to improvise? Whose musical knowledge is legitimized? What kinds of bridges are built—and for whom?The workshop design emphasizes participation and pluralism. Activities will include short improvisational tasks that highlight dynamics of power and inclusion, followed by guided reflections connecting lived musical and educational experiences to broader social, cultural, and pedagogical contexts. Participants will be encouraged to experiment with multiple positionalities, consider insider/outsider dynamics, and engage in critical conversations about privilege, agency, and epistemological diversity. By foregrounding reflexivity, we aim to transform positionality from a source of bias into a catalyst for innovation and equity in music education.Ultimately, this workshop seeks to reaffirm ISME’s shared mission of cultivating a global music education community that is inclusive, innovative, and connected. By engaging critically with improvisation and inclusion, participants will leave with practical strategies for creating more equitable, participatory, and transformative learning environments.