Since the early 2000s, education policy in France has strongly encouraged publicly funded conservatoires and music schools to forge partnerships with various stakeholders in sectors outside of specialised music education. This change in the objectives traditionally assigned to music schools and conservatoires has given rise to new ‘pedagogical projects’, among which extracurricular music workshops are quite widespread. This study investigated the views of specialised music teachers in relation to these new pedagogical formats through an analysis of their evaluations of a workshop led in a French school between 2018 and 2019. I interviewed the music teachers who participated in the project (n = 8), those who refused to participate (n = 7) and also the administrative staff (n = 4). The results indicate that far from the ecumenism traditionally associated with policies promoting the democratisation of culture, conservatoire teachers think about and are involved in these projects in different ways, reflecting a wide range of considerations around pedagogy, project quality, purpose or politics.

Current debates about surveillance demonstrate the complexity of political controversies whose uncertainty and moral ambiguities render normative consensus difficult to achieve. The question of how to study political controversies remains a challenge for IR scholars. Critical security studies scholars have begun to examine political controversies around surveillance by exploring changing security practices in the everyday. Yet, (de)legitimation practices have hitherto not been the focus of analysis. Following recent practice-oriented research, we develop a conceptual framework based on the notion of ‘narrative legitimation politics’. We first introduce the concept of ‘tests’ from Boltanski's pragmatic sociology to categorise the discursive context and different moral reference points (truth, reality, existence). Second, we combine pragmatic sociology with narrative analysis to enable the study of dominant justificatory practices. Third, we develop the framework through a practice-oriented exploration of the Snowden controversy with a focus on the US and Germany. We identify distinct justificatory practices in each test format linked to narrative devices (for example, plots, roles, metaphors) whose fluid, contested dynamics have the potential to effect change. The framework is particularly relevant for IR scholars interested in legitimacy issues, the normativity of practices, and the power of narratives.