Learning through Resistance: Contextualisation, Creation and Incorporation of a ‘Punk Pedagogy’
Bibliographic record
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.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".