Learning through resistance: contextualisation, creation and incorporation of a ‘punk pedagogy’

2.50
Hdl Handle:
http://hdl.handle.net/10547/584233
Title:
Learning through resistance: contextualisation, creation and incorporation of a ‘punk pedagogy’
Authors:
Dines, Mike
Abstract:
This article explores the many contradictions and complexities surrounding the theory and practice of a ‘punk pedagogy.’ It begins with a contextualisation, delineating notions of origin using a framework of anarchist models of pedagogy, teaching and learning in subcultural contexts (in this case, the new age traveller movement of the 1980s and 1990s), and the very beginnings of terminology and definition through Estrella Torrez’s chapter ‘Punk Pedagogy: Education for Liberation and Love.’ As a reiteration of practice, case studies of two current practitioners are explored (Tony McMahon in Australia and Rylan Kafara from Canada), unpacking differences and similarities in punk-led models of teaching and learning. In conclusion, the importance of punk as teacher and facilitator is explored, examining links between the autobiographical experience of subcultural membership and punk as a tool for learning. This includes looking at how learning within a subculture draws upon the experiential and heuristic in areas such as political affiliations, lifestyle choices and musical preference.
Citation:
Dines, M. (2015) 'Learning through resistance: contextualisation, creation and incorporation of a ‘punk pedagogy’ Journal of pedagogic development 5 (3)
Publisher:
University of Bedfordshire
Journal:
Journal of pedagogic development
Issue Date:
2015
URI:
http://hdl.handle.net/10547/584233
Additional Links:
https://journals.beds.ac.uk/ojs/index.php/jpd/article/view/226
Type:
Article
Language:
en
ISSN:
2047-3265
Appears in Collections:
Journal of Pedagogic Development

Full metadata record

DC FieldValue Language
dc.contributor.authorDines, Mikeen
dc.date.accessioned2015-12-21T11:08:32Zen
dc.date.available2015-12-21T11:08:32Zen
dc.date.issued2015en
dc.identifier.citationDines, M. (2015) 'Learning through resistance: contextualisation, creation and incorporation of a ‘punk pedagogy’ Journal of pedagogic development 5 (3)en
dc.identifier.issn2047-3265en
dc.identifier.urihttp://hdl.handle.net/10547/584233en
dc.description.abstractThis article explores the many contradictions and complexities surrounding the theory and practice of a ‘punk pedagogy.’ It begins with a contextualisation, delineating notions of origin using a framework of anarchist models of pedagogy, teaching and learning in subcultural contexts (in this case, the new age traveller movement of the 1980s and 1990s), and the very beginnings of terminology and definition through Estrella Torrez’s chapter ‘Punk Pedagogy: Education for Liberation and Love.’ As a reiteration of practice, case studies of two current practitioners are explored (Tony McMahon in Australia and Rylan Kafara from Canada), unpacking differences and similarities in punk-led models of teaching and learning. In conclusion, the importance of punk as teacher and facilitator is explored, examining links between the autobiographical experience of subcultural membership and punk as a tool for learning. This includes looking at how learning within a subculture draws upon the experiential and heuristic in areas such as political affiliations, lifestyle choices and musical preference.en
dc.language.isoenen
dc.publisherUniversity of Bedfordshireen
dc.relation.urlhttps://journals.beds.ac.uk/ojs/index.php/jpd/article/view/226en
dc.subjecteducationen
dc.subjectpunken
dc.subjectpedagogyen
dc.subjectX300 Academic studies in Educationen
dc.titleLearning through resistance: contextualisation, creation and incorporation of a ‘punk pedagogy’en
dc.typeArticleen
dc.identifier.journalJournal of pedagogic developmenten
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