ABSTRACT
This chapter addresses how societal macro realities connect to micro pedagogical decisions in terms of: music as a subject in the social realities of school, compulsory schooling as transmitter of societal values, authenticity of musical engagement and pedagogic authority and pedagogical (re-)orientations to adolescents' learning needs. Musical Futures is one such popular music learning practice, imported into the classroom setting from outside of school. It is an internationally tried-and-tested pedagogical approach that enfolds non-formal and especially informal learning processes. Both punk and hip-hop musics are part of bigger cultural phenomena that invite personal expression and creativity as the basis for democratizing schooling processes at all levels. A music teacher's role should always be to help bring students to the understanding that their particular social realities and commensurate assumptions are not necessarily those of their peers, classmates, or even their teacher.
