Punk music, ideology, 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 illucidate 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 self-concept and learning development. Through the phenomenological in-depth interviewing of six adult participants located in Los Angeles, California and Gainesville, Florida, narrative data is interpreted to reveal their education journey that contains mis-educative experiences, educative experiences, and ultimately educative healing experiences.
Through the framework set of Public Pedagogy, Social Learning Theory, and Self-Directed Learning Development, this research 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 an increased nuanced perspective of the independent learning that may be perceived as more educative that any formal attempt within our schooling systems.
","abstract_html":"<p>Punk music, ideology, 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.</p> <p>This study attempts to illucidate 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 self-concept and learning development. Through the phenomenological in-depth interviewing of six adult participants located in Los Angeles, California and Gainesville, Florida, narrative data is interpreted to reveal their education journey that contains mis-educative experiences, educative experiences, and ultimately educative healing experiences.</p> <p>Through the framework set of Public Pedagogy, Social Learning Theory, and Self-Directed Learning Development, this research 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 an increased nuanced perspective of the independent learning that may be perceived as more educative that any formal attempt within our schooling systems.</p>","abstract_has_math":false,"creators":["Cordova, Rebekah A."],"institution":null,"degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":null,"degree_department":null,"school":null,"contributors":["P. Bruce Uhrmacher, Ph.D.","Kate Willink","Hava Gordon","Nicole Russell"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-06-01T07:00:00Z","date_published":"2014-06-01T07:00:00Z","updated_at":"2026-07-24T02:03:12Z","subjects":["Educative healing","Phenomenology","Public pedagogy","Punk rock","Curriculum and Instruction","Education"],"languages":["en"],"rights":["Copyright is held by the author. User is responsible for all copyright compliance.
"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.du.edu/etd/142","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["P. Bruce Uhrmacher, Ph.D.","Kate Willink","Hava Gordon","Nicole Russell"]},{"key":"dc:creator","label":"Author","values":["Cordova, Rebekah A."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2001-01-01T08:00:00Z"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educative healing","Phenomenology","Public pedagogy","Punk rock","Curriculum and Instruction","Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright is held by the author. User is responsible for all copyright compliance.
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This study attempts to illucidate 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 self-concept and learning development. Through the phenomenological in-depth interviewing of six adult participants located in Los Angeles, California and Gainesville, Florida, narrative data is interpreted to reveal their education journey that contains mis-educative experiences, educative experiences, and ultimately educative healing experiences.
Through the framework set of Public Pedagogy, Social Learning Theory, and Self-Directed Learning Development, this research 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 an increased nuanced perspective of the independent learning that may be perceived as more educative that any formal attempt within our schooling systems.
"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["\"Punk Has Always Been My School\": The Educative Experience of Punk Learners"]}]}],"canonical_facts":{"dc:contributor":["P. Bruce Uhrmacher, Ph.D.","Kate Willink","Hava Gordon","Nicole Russell"],"dc:creator":["Cordova, Rebekah A."],"dc:date.available":["2001-01-01T08:00:00Z"],"dc:description.abstract":["Punk music, ideology, 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 illucidate 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 self-concept and learning development. Through the phenomenological in-depth interviewing of six adult participants located in Los Angeles, California and Gainesville, Florida, narrative data is interpreted to reveal their education journey that contains mis-educative experiences, educative experiences, and ultimately educative healing experiences.
Through the framework set of Public Pedagogy, Social Learning Theory, and Self-Directed Learning Development, this research 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 an increased nuanced perspective of the independent learning that may be perceived as more educative that any formal attempt within our schooling systems.
"],"dc:format":["application/pdf"],"dc:identifier":["https://digitalcommons.du.edu/etd/142"],"dc:language":["en"],"dc:rights":["Copyright is held by the author. User is responsible for all copyright compliance.
"],"dc:subject":["Educative healing","Phenomenology","Public pedagogy","Punk rock","Curriculum and Instruction","Education"],"dc:title":["\"Punk Has Always Been My School\": The Educative Experience of Punk Learners"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."]},"updated_at":"2026-07-24T02:03:12Z"}