With practitioners, management and policy makers continuing to critically examine pedagogical practice in post 16 education, the need to engage in conversations concerning the exact nature of this practice remains extremely pertinent.
This collection develops existing work on punk pedagogies by connecting up theory and practices whilst simultaneously disrupting current accepted approaches to pedagogy in post 16 education.
The insights generated within the various settings outlined in this book - further education, higher education, migrant education, zine workshops, community education and for speakers of other languages - are relevant beyond those contexts. They are applicable to a wide range of disciplines, settings, teaching and learning styles.
Contributions from Ipsita Chatterjea, Mike Dines, Asya Draganova, Jon Evans, Muhammad Fakhran al Ramadhan, Michael Gratzke, Matt Grimes, Craig Hamilton, Michael Hepworth, Adam Hounsl
