This article explores the potential of Generative Artificial Intelligence (GenAI) to enhance music education by facilitating creative collaborations. Drawing on the pragmatism of the later works of John Dewey and the posthumanism of Karen Barad, and employing Actor-Network Theory (ANT), we propose viewing creative collaborations as dynamic systems of intra-actions, transcending didactic interactions to include broader, systemic engagements. In this outlook, GenAI tests the limits of collaborative agency in educational settings. Yet, although GenAI can enhance musical learning and evolve within these processes, we question its potential to educate due to its limitations in ethical deliberation. This questioning raises significant implications for music educators, underscoring the need for pedagogical tact in AI-assisted educational environments.