This paper develops entangled musicianship as a theoretical and conceptual orientation that rethinks inclusion at the intersection of music education, digital musical instrument (DMI) design and human-computer interaction (HCI). Drawing on findings from an Arts and Humanities Research Council (AHRC) funded network, it interrogates how disconnections between pedagogy, technology and access are sustained by humanist and cognitivist paradigms. Through a posthuman and diffractive methodology, the paper foregrounds relationality and intra-action as central to both musical learning and digital design. Entangled musicianship emerges as a provocation toward more ethical and responsive approaches to inclusion, offering a significant contribution to interdisciplinary discourse across music education, DMI and HCI.
