The purpose of this case study was to explore the development of the North Carolina Music Educators Association Popular Music Education Committee (NCMEA-PMEC) from the perceptions of its membership. Wenger’s theory of communities of practice was used to frame the study. Participants in the study were members of the NCMEA-PMEC and the current president of NCMEA. Data sources for the study included: individual interviews, a focus group interview, meeting agendas and planning documents, and participant observation of monthly meetings. Three themes emerged from the data: (1) creating inclusive spaces for popular music education in North Carolina, (2) popular music provides one way to be inclusive, diverse, accessible and equitable and (3) PMEC struggles with the homogeneous makeup of their membership. By reaching out to local hip hop artists, DJs and community musicians, the PMEC could widen its breadth and depth of music teachers.
Raychl Smith (2025) studied this question.