In the current Swedish society differences regarding who have the right to internalize and use artistic forms of expression are growing. Where a citizen is coming from, socially and geographically, more and more determines her tools for handling life. A variety of steering documents state that all Swedish youngsters should have the right to learn and use artistic forms of expression. At the same time the demands on equal assessment and grading are growing stronger in Sweden, which force teachers to put efforts on documentation and grading, instead of musical learning. The aim of the paper is to present and discuss possibilities for pupils to develop Cultural Citizenship through music in the school situation where different views of equality are competing. Are musical dialogues involving all pupils in Swedish schools? Can the pupils express their thoughts and ideas, and are they heard and listened to, do they all really get the chance to internalize music as a form of expression? The presentation will discuss to what extent it is possible to conduct democratic inclusive music education towards Cultural Citizenship in the current time of increasing documentation, assessment and grading demands. To come close to the phenomena of Cultural Citizenship in the music educational setting, and to offer theoretical tools for understanding and reflection, the philosophies of Hannah Arendt, and Simone de Beauvoir will