Abstract
This chapter surveys the history of popular music education in Nordic countries and explores scenarios for possible interpretations, resulting in a rich and informed critique of the field. The chapter offers a comparative overview of approaches to popular music education in the Nordic countries, focusing on the rationales for including popular music in the curriculum. A dominant rationale has been that popular music has unique democratic potentials. The analysis brings nuance to the situation, arguing that popular music genres “are not necessarily democratic in and of themselves.” Popular music education policies can, in fact, be instruments of social exclusion.
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