Rebekah Cordova – författare

Punk music 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 elucidate 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 selfconcept and learning development. Phenomenological in-depth interviewing of six adult participants located in Los Angeles, California and Gainesville, Florida informs the creation of narrative data, once interpreted, reveals education journeys that contain mis-educative experiences, educative experiences, and ultimately educative healing experiences.Using Public Pedagogy, Social Learning Theory, and Self-Directed Learning Development as foundational constructs, this work 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 increased nuanced perspective of the independent learning that may be perceived as more educative that any formal attempt within our school systems.

Punk music 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 elucidate 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 selfconcept and learning development. Phenomenological in-depth interviewing of six adult participants located in Los Angeles, California and Gainesville, Florida informs the creation of narrative data, once interpreted, reveals education journeys that contain mis-educative experiences, educative experiences, and ultimately educative healing experiences.Using Public Pedagogy, Social Learning Theory, and Self-Directed Learning Development as foundational constructs, this work 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 increased nuanced perspective of the independent learning that may be perceived as more educative that any formal attempt within our school systems.

Punk music 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 elucidate 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 selfconcept and learning development. Phenomenological in-depth interviewing of six adult participants located in Los Angeles, California and Gainesville, Florida informs the creation of narrative data, once interpreted, reveals education journeys that contain mis-educative experiences, educative experiences, and ultimately educative healing experiences.Using Public Pedagogy, Social Learning Theory, and Self-Directed Learning Development as foundational constructs, this work 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 increased nuanced perspective of the independent learning that may be perceived as more educative that any formal attempt within our school systems.

Punk music 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 elucidate 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 selfconcept and learning development. Phenomenological in-depth interviewing of six adult participants located in Los Angeles, California and Gainesville, Florida informs the creation of narrative data, once interpreted, reveals education journeys that contain mis-educative experiences, educative experiences, and ultimately educative healing experiences.Using Public Pedagogy, Social Learning Theory, and Self-Directed Learning Development as foundational constructs, this work 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 increased nuanced perspective of the independent learning that may be perceived as more educative that any formal attempt within our school systems.

In Educating for Social Justice: Field Notes from Rural Communities, educators from across the United States offer their experiences engaging in rural, place-based social justice education. With education settings ranging from university campuses in Georgia to small villages in New Mexico, each chapter details the stories of teaching and learning within the often-overlooked rural areas of the United States.Attempting to highlight the experiences of rural educators, this text explores the triumphs, challenges, and hopes of teachers who strive to implement justice pedagogy in their rural settings.Contributors are: Carey E. Andrzejewski, Hannah Carson Baggett, Sarah N. Baquet, T. Jameson Brewer, Brianna Brown, Christian D. Chan, Elizabeth Churape-García, Jason Collins, María Isabel Cortés-Zamora, Jacqueline Daniel, Joanna Davis-McElligatt, Katy Farber, Derek R. Ford, Sheri C. Hardee, Jehan Hill, Lynn Liao Hodge, Renee C. Howells, Adam W. Jordan, Rosann Kent, Shea N. Kerkhoff, Jeffery B. Knapp, Peggy Larrick, Leni Marshall, Kelly L. McFaden, Morgan Moore, Kaitlinn Morin, Nora Nuñez-Gonzalez, Daniel Paulson, Emma Redden, Angela Redondo, Gregory Samuels, Hiller Spires, Ashley Walther, Serena M. Wilcox, Madison Wolter, and Sharon Wright.