The author presents an exploration of recent thinking in historiography as a basis for revitalising history in music education. An overview of developments in history and historical research in music education is followed by an examination of metaphors that illuminate the historical process and reflect a postmodern approach to ‘doing history’. The author then focuses on two issues that have been central to debate in historiography – history and narrative, and history and memory. She concludes with recommendations for revitalising history and historical research in music education, presented from three perspectives – dispositions towards history in the profession, the content of historical research, and methodological implications of the ‘new’ history.