ABSTRACT

This chapter argues that punk may have a relevant role in the theory and practice of education as it enables and reiterates a critical opposition to the status quo, permitting multiple resistance stances and contributing a counterhegemonic voice, through its informal and decentralized networks and activities. These include participation in social movements, the revival of community centres and engagement in professions centred on an ethos of resistance. These have enabled punk to develop strategies and a high degree of independence in order to stay on the margins of neoliberalism. The authors’ approach is based on a theoretical itinerary focused on the contributions of authors including Foucault, Bourdieu and Freire, from which they draw ideas for reflection and discussion about individuality and difference that are key aspects of punk. The authors present what they believe to be the core values of a punk ethos and ethic, and the way these might be mobilized in school curricula and educational practices.