In this dissertation, a collective of eighteen Israeli and Palestinian former and current students and staff of two music education-encounter dialogue programs in Israel-Palestine engaged in participatory action research to reflect upon their former experiences in these shared society programs, while imagining and enacting designing of what they could be (Bashir & Goldberg, 2018; Escobar, 2018; Hess, 2018). At large, this research was a curriculum studies dissertation in retrospect that took a decolonial and music education activism approach to narratively understanding Israeli-Palestinian shared society music education spaces that exist within the greater contextual setting of settler colonialism and power asymmetries, deep within the borderlands (Anzaldúa, 1987; Lavie, 2011). The initiator of research and member of the collective also utilizes a narrative approach through memoir in the writing of this inquiry in which to embody the socio-historical-cultural context of this research. This intergenerational research collective with multiple identities (Maalouf, 2001) across the national binary of Israeli and Palestinian identities co-researched over a ten-month period within small inquiry communities, or dialogue research circles. The dialogue research circles were formed by eliciting research questions from the collective. Upon entering the dialogue research circles, co-researchers revisited experiences within Israeli and Palestinian musical spaces through narrative witnessing and testifying of stories of these spaces. Co-researchers then considered how these stories as curricular artefacts (Sonu, 2020) could offer insights into a multitude of alternative ways of co-constructing Israeli-Palestinian shared society spaces. The content of the stories told included looking at the interaction of multiple narratives and histories to collective memories and everyday realities, in addition to our experiences learning and teaching music in multicultural, multilingual, multireligious, multi-ethno-national-affiliated spaces. The findings presented in this dissertation are organized as three themes embedded with curricular tensions and decision points. Furthermore, these themes are presented through vignettes that attempt to portray on another level the different phases of the dialogue research circle’s group dynamics interconnected with the research process and timeline. The themes include the processes and structures of co-constructing Israeli-Palestinian participatory researching spaces, negotiating the complexities and conceptualizations of safe space within these programs, and finally, exploring the implications of, and decentering of, the national binary dominance of Israeli and Palestinian nationalisms present within the binationalism of shared society programs.