Being punk in higher education: subcultural strategies for academic practice

Parkinson, Tom (2016) Being punk in higher education: subcultural strategies for academic practice. Teaching in Higher Education, . pp. 1-15. ISSN 1356-2517. E-ISSN 1470-1294. (doi:https://doi.org/10.1080/13562517.2016.1226278) (Full text available)

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http://dx.doi.org/10.1080/13562517.2016.1226278

Abstract

Since its beginnings in the late 1970s, punk culture has been associated with counter-mainstream ideology and anti-institutional antagonism. In particular, formal education has been criticised in punk for sustaining oppressive social and conceptual orders and associated behavioural norms. Drawing on literature and interviews, this paper focuses on the experiences of higher education teachers who self-identify as punks, and considers how they negotiate and reconcile their subcultural and academic identities in their academic practice. The findings reveal that participants’ affiliations with punk subculture give rise to counter-cultural pedagogies in which both the ethics and aesthetics of punk are applied in classroom contexts. Furthermore, the participants draw upon subcultural ethical and epistemological narratives to formulate and rationalise their responses to the state of contemporary UK higher education.

Item Type: Article
Uncontrolled keywords: Punk, counter-culture, pedagogy, higher education, academia
Subjects: H Social Sciences > HM Sociology
L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Faculties > University wide - Teaching/Research Groups > Centre for the Study of Higher Education
Depositing User: Tom Parkinson
Date Deposited: 31 Oct 2016 15:33 UTC
Last Modified: 08 Jun 2017 08:51 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/58290 (The current URI for this page, for reference purposes)
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