How democratic is popular music in Finnish schools? Exploring popular music education through intersectionality

Abstract

In this article, we use intersectionality as a theoretical lens to explore the negotiations in popular music education (PME) in one Finnish upper elementary classroom. By considering the hegemonic position of PME in Finnish schools, two researchers engaged in inter-reflexivity in order to shift the focus from popular music ‘itself’ to the sociocultural structures and conditions in which PME is implemented. PME has often been treated as the democratizer of music education. In this article, however, we argue that the democratic potential of PME depends on the pedagogical implementation of the practice. Furthermore, we argue that for such education to become democratic, the teacher needs to identify the intersectional power structures that shape interaction between people so as to become aware of the school culture and its norms. In this process, the ongoing development of teacher reflexivity plays an essential role.

Etnomusikologian yliopisto-opetus demokraattisen yhteiselämän kehitysalustana

“…Samoin opetustyön sanavalinnat ja opetusaineistojen sanasto vaikuttaa osallistumisen demokraattiseen toteutumiseen (Koskela & Leppänen 2020). Opetuksen sisältämä sanasto käytännössä määrittää, ketkä läsnäolijoista tai käsiteltävistä aiheista otetaan mukaan tai suljetaan pois.…”