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Punk music and community have been a piece of United States culture since the early 1970s. Although varied scholarship on Punk exists in a variety of disciplines, the educative aspect of Punk engagement, specifically the Do?It?Yourself (DIY) ethos, has yet to be fully explored by the Education discipline. This study attempts to elucidate the experiences of adults who describe their engagement with Punk as educative. To better know this experience, is to also better understand the ways in which Punk engagement impacts learner selfconcept and learning development. Phenomenological in?depth interviewing of six adult participants located in Los Angeles, California and Gainesville, Florida informs the creation of narrative data, once interpreted, reveals education journeys that contain mis?educative experiences, educative experiences, and ultimately educative healing experiences. Using Public Pedagogy, Social Learning Theory, and Self?Directed Learning Development as foundational constructs, this work aims to contribute to scholarship that brings learning contexts in from the margins of education rhetoric and into the center of analysis by better understanding and uncovering the essence of the learning experience outside of school. Additionally, it broadens the understanding of Punk engagement in an attempt to have an increased nuanced perspective of the independent learning that may be perceived as more educative that any formal attempt within our school systems.
Despite often being associated with anti-establishment, irreverent, and a do-it yourself (DIY) rejection of dominant culture, less considered may the collaborative, communal and curative threads of punk thinking, being and doing. From the outset, punk offered critiques and alternative ways of conceptualizing a world and ways of worlding, that aren't as harmful and constraining as those encountered by many in the dominant milieu of life. This monograph is focused on how and why punk can productively contribute to efforts that are responding to the influences of dominant culture in education, such as the effects of standardization, heightened accountabilities, and 'gap talk'. For this Element, punk can be thought of as social practices that generate cultural resources that can be utilized to critique dominant culture. Hence, this Element aims to make the case that punk sensibilities offer educators opportunities to reclaim the cultural politics of teaching and learning.
This book describes the emergence of DIY punk record labels in the early 1980s. Based on interviews with sixty-one labels, including four in Spain and four in Canada, it describes the social background of those who run these labels. Using the ideas of French sociologist Pierre Bourdieu, this book shows how the field of record labels operates. The choice of independent or corporate distribution is a major dilemma. Other tensions are about signing bands to contracts, expectations of extensive touring, and use of professional promotion. There are often rivalries between big and small labels over bands that have become popular and have to decide whether to move to a more commercial record label. Unlike approaches to punk that consider it a subcultural style, this book breaks new ground by describing punk as a social activity. One of the surprising findings is how many parents actually support their children's participation in the scene. Rather than attempting to define punk as resistance or commercial culture, this book shows the dilemmas that actual punks struggle with as they attempt to live up to what the scene means for them. Book jacket.
Teaching Resistance is a collection of the voices of activist educators from around the world who engage inside and outside the classroom from pre-kindergarten to university and emphasize teaching radical practice from the field. Written in accessible language, this book is for anyone who wants to explore new ways to subvert educational systems and institutions, collectively transform educational spaces, and empower students and other teachers to fight for genuine change. Topics include community self-defense, Black Lives Matter and critical race theory, intersections between punk/DIY subculture and teaching, ESL, anarchist education, Palestinian resistance, trauma, working-class education, prison teaching, the resurgence of (and resistance to) the Far Right, special education, antifascist pedagogies, and more. Edited by social studies teacher, author, and punk musician John Mink, the book features expanded entries from the monthly column in the politically insurgent punk magazine Maximum Rocknroll, plus new works and extensive interviews with subversive educators. Contributing teachers include Michelle Cruz Gonzales, Dwayne Dixon, Martín Sorrondeguy, Alice Bag, Miriam Klein Stahl, Ron Scapp, Kadijah Means, Mimi Nguyen, Murad Tamini, Yvette Felarca, Jessica Mills, and others, all of whom are unified against oppression and readily use their classrooms to fight for human liberation, social justice, systemic change, and true equality. Royalties will be donated to Teachers 4 Social Justice: t4sj.org
Underground is all about the history and future of DIY punk touring in the USA. Daniel Makagon explores the culture of DIY spaces like house shows and community-based music spaces, their impact on underground communities and economies, and why these networks matter. He shows that no matter who you are, organizing, playing, and/or attending a DIY punk show is an opportunity to become a real part of a meaningful movement and to create long-lasting alternatives to the top-down economic and artistic practices of the mainstream music industry. Punk kids playing an illegal show too loudly in someone's basement might not save the world, but they might just be showing us the way to building something better.
Like the schools in which it is taught, social studies is full of alluring contradictions. It harbors possibilities for inquiry and social criticism, liberation and emancipation. Social studies could be a site that enables young people to analyze and understand social issues in a holistic way – finding and tracing relations and interconnections both present and past in an effort to build meaningful understandings of a problem, its context and history; to envision a future where specific social problems are resolved; and take action to bring that vision in to existence. Social studies could be a place where students learn to speak for themselves in order to achieve, or at least strive toward an equal degree of participation and better future. Social studies could be like this, but it is not. Rethinking Social Studies examines why social studies has been and continues to be profoundly conversing in nature, the engine room of illusion factories whose primary aim is reproduction of the existing social order, where the ruling ideas exist to be memorized, regurgitated, internalized and lived by. Rethinking social studies as a site where students can develop personally meaningful understandings of the world and recognize they have agency to act on the world, and make change, rests on the premises that social studies should not show life to students, but bringing them to life and that the aim of social studies is getting students to speak for themselves, to understand people make their own history even if they make it in already existing circumstances. These principles are the foundation for a new social studies, one that is not driven by standardized curriculum or examinations, but by the perceived needs, interests, desires of students, communities of shared interest, and ourselves as educators. Rethinking Social Studies challenges readers to reconsider conventional thought and practices that sustain the status quo in classrooms, schools, and society by critically engaging with questions and issues such as: neutrality in the classroom; how movement conservatism shapes the social studies curriculum; how corporate?driven education affects schools, teachers, and curriculum; ways in which teachers can creatively disrupt everyday life in the social studies classroom; going beyond language and inclusive content in social justice oriented teaching; making critical pedagogy relevant to everyday life and classroom practice; the invisibility of class in the social studies curriculum and how to make it a central organizing concept; class war, class consciousness and social studies in the age of empire; what are your ideals as a social studies education and how do you keep them and still teach?; and what it means to be a critical social studies educator beyond the classroom.
So what is Punk Learning? It details the importance of why all students should be allowed complete control of their learning. In Never Mind the Inspectors Tait justifies why we need Punk Learning, explains the philosophy behind the box ticking lessons that teachers are advised to deliver to appease Ofsted and how we should not be doing anything because the 'inspectors will like it', but because it's the right thing to do in a 21st century classroom to get the best out of all our students. Tait helps you discover how to create Punk Learning, offers ideas on how teachers can creatively inspire students to become self-regulating Punk Learners that take complete control of their learning, making it relative and memorable, so that it matters to them. For anybody with an interest in learning, teaching and doing things differently!
Punk Pedagogies: Music, Culture and Learning brings together a collection of international authors to explore the possibilities, practices and implications that emerge from the union of punk and pedagogy. The punk ethos—a notoriously evasive and multifaceted beast—offers unique applications in music education and beyond, and this volume presents a breadth of interdisciplinary perspectives to challenge current thinking on how, why and where the subculture influences teaching and learning. As (punk) educators and artists, contributing authors grapple with punk’s historicity, its pervasiveness, its (dis)functionality and its messiness, making Punk Pedagogies relevant and motivating to both instructors and students with proven pedagogical practices.
From Library Journal: "A comprehensive book, providing information on the rationale for connecting pop culture to library services and offering a range of projects to get students into the library." Integrating Pop Culture into the Academic Library explores how popular culture is used in academic libraries for collections, instruction, and programming. This book describes the foundational basis for using popular culture and discusses how it ignites conversations between librarians and students, making not only the information relatable, but the library staff, as well. The use of popular culture in the library setting acknowledges the importance of students’ interests and how these interests can be used to understand their information needs in unique and interesting ways. By integrating popular culture into library collections, instruction, and programming, librarians present research and discovery in ways that connect with students and the broader community. This book demonstrates that academic libraries using popular culture find it to be an effective tool, both for instruction and programming. The editors are librarians who utilize popular culture in various ways to provide instruction and reinforce information literacy concepts in their own practice. Readers will find chapters written by a variety of authors from different types of academic libraries, including community colleges, comprehensive universities, research universities, and law schools. These unique perspectives offer readers different ways of thinking about how librarians can incorporate students’ interests in popular culture to promote the mission of the library. In addition to well-known examples such as Hamilton: The Musical, Pokémon, Harry Potter, Black Panther, and Barbie, readers will also encounter lesser-known library applications of popular culture, including cartoneras, zines, fantasy maps, gaming collectives, and paranormal walking tours. All of these examples highlight the multiple way libraries leverage popular culture to expand their reach and identity with students and the community at-large.
This book brings together diverse, international scholarly perspectives on education and democracy in response to contemporary challenges for educational leadership, policy and practice. The contributions meaningfully engage with a range of local and global issues regarding democratic participation and agency, with a particular focus on implications for educational access, engagement and justice. Each chapter considers the complex tensions and interplay between education histories, policies, practices and research to better understand how education can be for democracy in the twenty-first century. There is much work to be done in the field of democratic education, whether it be in the search of a better understanding of education and democracy’s relationship to one another, questions of how education might be for democracy, the importance of teaching young people about democracy, and whether education can be more democratic. This book makes a small, but important, contribution to these struggles for more democratic and socially just futures through education. Education, Policy and Democracy: Contemporary Challenges and Possibilities will be a key resource for academics, researchers, and advanced students of education leadership and policy, educational administration, politics, research methods, and sociology. This book was originally published as a special issue of the Journal of Educational Administration and History.