This article argues the need to include popular music in the university curriculum, particularly in “Music History” courses taught in music teacher training, but also for any music professional. It is argued that the absence of popular music should be understood as a lack of curricular justice and shows that different initiatives have sought to justify their relevance both as a repertoire and cultural object, associated to socio-cultural approach to music education. The analysis focuses on a selection of University course programs from Chilean institutions and the discussion explores the possibilities of decanonization and decolonization through curricular innovation.
- Music History
- Popular music