ABSTRACT
This chapter explores internationally and culturally diverse range of popular music teaching and learning practices in which children are empowered to take an active role in offering a critical narrative of society and promoting social change. It presents 'social justice' as encompassing principles of respect, equity and dignity for all. M. V. Spradley approaches the subject of achieving social justice through the lens of multiculturalism. She quotes the National Association of Multicultural Education's definition: "Multicultural Education is a philosophical concept built on the ideals of freedom, justice, equality, equity, and human dignity". The philosophical values, critical curricular design and reflective pedagogies that enable social justice in the popular music education programmes benefit from a context of strong administrative support. Teachers play a vital role in creating awareness of principles of democratic practice in the popular music classroom, in affirming and reinforcing inclusion, in promoting listening and cooperative learning experiences, and in providing opportunities for voicing opinions and collaborative decision-making in impacting change.
