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For more than three decades, a punk underground has repeatedly insisted that 'anyone can do it'. This underground punk movement has evolved via several micro-traditions, each offering distinct and novel presentations of what punk is, isn't, or should be. Underlying all these punk micro-traditions is a politics of empowerment that claims to be anarchistic in character, in the sense that it is contingent upon a spontaneous will to liberty (anyone can do it - in theory). How valid, though, is punk's faith in anarchistic empowerment? Exploring theories from Derrida and Marx, Anyone Can Do It: Empowerment, Tradition and the Punk Underground examines the cultural history and politics of punk. In its political resistance, punk bears an ideological relationship to the folk movement, but punk's faith in novelty and spontaneous liberty distinguish it from folk: where punk's traditions, from the 1970s onwards, have tended to search for an anarchistic 'new-sense', folk singers have more often been socialist/Marxist traditionalists, especially during the 1950s and 60s. Detailed case studies show the continuities and differences between four micro-traditions of punk: anarcho-punk, cutie/'C86', riot grrrl and math rock, thus surveying UK and US punk-related scenes of the 1980s, 1990s and beyond.
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.
Punk Beyond the Music: Tracing Mutations and Manifestations of the Punk Virus expands the conversation about punk from a focus on the musical genre to its surrounding cultural manifestations. Focusing on some of the most recurring practices and characteristics of punk culture —DIY, attitude, outsider identities, symbols, and politics—Iain Ellis engages many illustrative examples to investigate punk beyond the music without losing sight of its significance. Early chapters look at arts that have always existed within the punk subculture (writings, visual arts, films, and humor); subsequent sections examine areas rarely recognized as exhibiting punk characteristics (such as education, sports, crafts, and comics). Taken together, the chapters invite readers on an extensive and unpredictable journey through the evolution of punk’s developments and adaptations.
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.
For more than three decades, a punk underground has repeatedly insisted that 'anyone can do it'. This underground punk movement has evolved via several micro-traditions, each offering distinct and novel presentations of what punk is, isn't, or should be. Underlying all these punk micro-traditions is a politics of empowerment that claims to be anarchistic in character, in the sense that it is contingent upon a spontaneous will to liberty (anyone can do it - in theory). How valid, though, is punk's faith in anarchistic empowerment? Exploring theories from Derrida and Marx, Anyone Can Do It: Empowerment, Tradition and the Punk Underground examines the cultural history and politics of punk. In its political resistance, punk bears an ideological relationship to the folk movement, but punk's faith in novelty and spontaneous liberty distinguish it from folk: where punk's traditions, from the 1970s onwards, have tended to search for an anarchistic 'new-sense', folk singers have more often been socialist/Marxist traditionalists, especially during the 1950s and 60s. Detailed case studies show the continuities and differences between four micro-traditions of punk: anarcho-punk, cutie/'C86', riot grrrl and math rock, thus surveying UK and US punk-related scenes of the 1980s, 1990s and beyond.
This book is the first in-depth, ethnographic study of the Dutch punk scene. It questions the artificial boundaries of subcultural research, calling for a critical analysis of the distinctions drawn between subcultural and everyday lives, and between localised and globalised subcultures. The everyday experiences of punk are framed within the mobile and connected global subculture of which they are a part. It traces its emergence in the 1970s and its development through to 2010, with chapters that map Dutch punk historically and spatially. Further chapters explore the meanings and practices attached to punk by its participants before focusing in particular on the political affiliations of punks. This book argues for an approach to social research that recognises the ‘messiness’ and the ‘connectedness’ of punk and of the social world.
Global Punk examines the global phenomenon of DIY (do-it-yourself) punk, arguing that it provides a powerful tool for political resistance and personal self-empowerment. Drawing examples from across the evolution of punk – from the streets of 1976 London to the alleys of contemporary Jakarta – Global Punk is both historically rich and global in scope. Looking beyond the music to explore DIY punk as a lived experience, Global Punk examines the ways in which punk contributes to the process of disalienation and political engagement. The book critically examines the impact that DIY punk has had on both individuals and communities, and offers chapter-length investigations of two important aspects of DIY punk culture: independent record labels and self-published zines. Grounded in scholarly theories, but written in a highly accessible style, Global Punk shows why DIY punk remains a vital cultural form for hundreds of thousands of people across the globe today.
Fight back examines the different ways punk – as a youth/subculture – may provide space for political expression and action. Bringing together scholars from a range of academic disciplines (history, sociology, cultural studies, politics, English, music), it showcases innovative research into the diverse ways in which punk may be used and interpreted. The essays are concerned with three main themes: identity, locality and communication. These, in turn, cover subjects relating to questions of class, age and gender; the relationship between punk, locality and socio-political context; and the ways in which punk’s meaning has been expressed from within the subculture and reflected by the media. Jon Savage, the foremost commentator and curator of punk’s cultural legacy, provides an afterword on punk’s impact and dissemination from the 1970s to the present day.
As religion has retreated from its position and role of being the glue that holds society together, something must take its place. Utilising a focused and detailed study of Straight Edge punk (a subset of punk in which adherents abstain from drugs, alcohol and casual sex) Punk Rock is My Religion argues that traditional modes of religious behaviours and affiliations are being rejected in favour of key ideals located within a variety of spaces and experiences, including popular culture. Engaging with questions of identity construction through concepts such as authenticity, community, symbolism and music, this book furthers the debate on what we mean by the concepts of ‘religion’ and ‘secular’. Provocatively exploring the notion of salvation, redemption, forgiveness and faith through a Straight Edge lens, it suggests that while the study of religion as an abstraction is doomed to a simplistic repetition of dominant paradigms, being willing to examine religion as a lived experience reveals the utility of a broader and more nuanced approach.
This volume represents the first academic collection to draw upon postgraduate research in exploring the punk scene. Cutting-edge studies, spanning both local and global contexts, are covered with contributions from a range of academic disciplines, including art and design, sociology, cultural studies, English, and music. The chapters are loosely focused around three themes: scenes; gender, “race” and sexuality; and therapy and laughter. The collection builds upon, and diversifies, existing academic work in punk studies covering such topics as “whitestraightboy” hegemony, straight-edge in France, CRT and the links between punk and the “rave” scene of the 1990s.