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

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.