ABSTRACT
Thus, a particular music culture offers a political logic that both recognizes the materiality of political and cultural differences and can help mobilize transnational solidarities to counter the imperatives of globalization. The production and reproduction of musical knowledge and music practices help to maintain and reinforce school music learning that inculcates what Bourdieu (1977, 1983) referred to as the habitus, which is a set of cultural forms and practices that works to reinforce the dominant social relations of production and reproduction (also see Giroux, 2004; Hall, 2009; Storey, 1996). Music education is deeply implicated in the politics of culture, and popular songs in its curriculum are part of a selective culture that seeks to advertise a political group’s power over the production and reproduction of social harmony and its chosen meanings.
