Abstract
This chapter discusses some common issues surrounding the use of popular music in singing with children, in particular, but not exclusively, in collective singing situations. It initially addresses the issue of adopting a popular music repertoire in relation to the physiology of children’s voices. Then, with regard to cultural distinctions, it reflects on the intergenerational advantages and disadvantages in the teacher-child relationship. By considering potentially problematic issues related to songs’ content that reproduce ethnocentric, discriminatory or non-age-appropriate ideas, it shows how culturally responsive pedagogy can help in dealing with those issues while supporting empowering, transformative, multidimensional, and emancipatory learning. Finally, it contributes to the existing debate on this topic by focussing on how community music, as a field of practice and a value orientation, can offer some useful guidelines to music educators engaging children with a popular music repertoire.