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Punk pedagogy in a course about punk: A qualitative study of undergraduate students' experiences.

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Title: Punk pedagogy in a course about punk: A qualitative study of undergraduate students' experiences.
Authors: Logan, Samuel W (AUTHOR), Sloane, Bethany M (AUTHOR), Chandler, Kelly D (AUTHOR)
Source: Research in Education. Aug2026, Vol. 122 Issue 2, p241-268. 28p.
Subjects: Undergraduates, Critical pedagogy, Diversity in education, Maker movement, Collaborative learning, Alternative education, Equality
Abstract: Critical pedagogy is one of the major influences on the development of punk pedagogy. Despite the challenges with defining punk pedagogy, we offer a set of guiding principles that informed the current study. The principles are as follows: (a) do-it-yourself (DIY) ethos, (b) anti-hierarchical structure, (c) co-creation of knowledge, (d) inclusive and accessible, and (e) diverse representation. The purpose of this study is to understand students' experiences with punk pedagogy principles implemented in a course about punk, titled "Punk 101: An exploration of punk rock through zine and do-it-yourself culture." There were two research questions that guided the current study: (1) What were students' overall course experiences in Punk 101? And (2) What were students' experiences with punk pedagogy principles in Punk 101? We used a phenomenological approach involving students' critical reflection of their experiences in a university-level course. Seven students participated in semi-structured interviews following the course. In this course, students listened to a playlist of 14 songs per week, read and discussed zines, and recorded a sound file from a DIY circuit board or created a zine about a topic of their choosing for their final project. The instructor implemented punk pedagogy principles in a variety of ways throughout the course. Students had positive experiences with the Punk 101 course; they gained knowledge and appreciation about punk music and culture, personal growth through DIY, and community building inside and outside of the classroom. Punk pedagogy is a viable approach in higher education. Further research is warranted to understand effective ways to use punk pedagogy strategies in the university classroom, and beyond. [ABSTRACT FROM AUTHOR]
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Database: Psychology and Behavioral Sciences Collection
Description
Abstract:Critical pedagogy is one of the major influences on the development of punk pedagogy. Despite the challenges with defining punk pedagogy, we offer a set of guiding principles that informed the current study. The principles are as follows: (a) do-it-yourself (DIY) ethos, (b) anti-hierarchical structure, (c) co-creation of knowledge, (d) inclusive and accessible, and (e) diverse representation. The purpose of this study is to understand students' experiences with punk pedagogy principles implemented in a course about punk, titled "Punk 101: An exploration of punk rock through zine and do-it-yourself culture." There were two research questions that guided the current study: (1) What were students' overall course experiences in Punk 101? And (2) What were students' experiences with punk pedagogy principles in Punk 101? We used a phenomenological approach involving students' critical reflection of their experiences in a university-level course. Seven students participated in semi-structured interviews following the course. In this course, students listened to a playlist of 14 songs per week, read and discussed zines, and recorded a sound file from a DIY circuit board or created a zine about a topic of their choosing for their final project. The instructor implemented punk pedagogy principles in a variety of ways throughout the course. Students had positive experiences with the Punk 101 course; they gained knowledge and appreciation about punk music and culture, personal growth through DIY, and community building inside and outside of the classroom. Punk pedagogy is a viable approach in higher education. Further research is warranted to understand effective ways to use punk pedagogy strategies in the university classroom, and beyond. [ABSTRACT FROM AUTHOR]
ISSN:00345237
DOI:10.1177/00345237241311023