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.