ABSTRACT
The introduction of popular musics to the school classroom has been justified from a variety of angles, many of which are related to matters of inclusion and democracy. However, the antagonistic ethos of punk raises questions as to the place of such musics in school contexts that endeavour to educate students not only academically, but socially. Drawing upon the sociology of deviance and the philosophy of Jacques Rancière, this chapter calls upon the political and disruptive potentials of punk pedagogies to challenge and seek alternatives to contemporary perspectives that frame music education as transformative practice.
