Punk Educational Perspectives for Critical Reflection: A Qualitative Study in Higher Education

Critical reflection constitutes a fundamental process in transformative learning, as it allows individuals to question their frames of reference and renegotiate the meaning perspectives that guide experience (Mezirow, 1991, 2000). This study explores how educational practices inspired by punk pedagogy (Furness, 2012; Smith et al., 2017) can foster such forms of reflection by promoting participatory and anti-hierarchical environments oriented toward problematizing dominant narratives (Freire, 1970; Brookfiled & Holst, 2011). Punk pedagogy, grounded in contributions from critical pedagogy and countercultural studies (Furness, 2012; Stewart & Way, 2023), is structured around five core principles: a DIY (Do-It-Yourself) ethic, anti-authoritarianism, co-creation of knowledge, inclusivity, and the valorization of marginalized epistemologies (Logan et al., 2024; Draganova et al., 2023; Torrez, 2012). The study adopts a qualitative research design (Creswell & Creswell, 2017; Silverman, 2017) based on a pilot workshop aimed at doctoral students and structured around DIY writing activities, collaborative design, and peer dialogues. The data collected consist mainly of visual and narrative artifacts (posters, short stories, reflective worksheets). These were analyzed through inductive thematic coding (Braun & Clarke, 2006, 2021).