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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]
Copyright of Research in Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Punk pedagogy in a course about punk: A qualitative study of undergraduate students' experiences.
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  Data: <searchLink fieldCode="AR" term="%22Logan%2C+Samuel+W%22">Logan, Samuel W</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Sloane%2C+Bethany+M%22">Sloane, Bethany M</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Chandler%2C+Kelly+D%22">Chandler, Kelly D</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Research+in+Education%22">Research in Education</searchLink>. Aug2026, Vol. 122 Issue 2, p241-268. 28p.
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  Data: <searchLink fieldCode="DE" term="%22Undergraduates%22">Undergraduates</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+pedagogy%22">Critical pedagogy</searchLink><br /><searchLink fieldCode="DE" term="%22Diversity+in+education%22">Diversity in education</searchLink><br /><searchLink fieldCode="DE" term="%22Maker+movement%22">Maker movement</searchLink><br /><searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br /><searchLink fieldCode="DE" term="%22Alternative+education%22">Alternative education</searchLink><br /><searchLink fieldCode="DE" term="%22Equality%22">Equality</searchLink>
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  Data: 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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  Data: <i>Copyright of Research in Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=194971366
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        Value: 10.1177/00345237241311023
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      – SubjectFull: Diversity in education
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      – SubjectFull: Maker movement
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              Text: Aug2026
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