Punk Pedagogy and Social Inclusion: An Ethnographic Study of Denpasar Kolektif in Bali

¹ Universitas Pendidikan Ganesha, Singaraja, Indonesia
² University of Naples L'Orientale, Napoli, Italy

^* Corresponding author: This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract

This study explores the sociological role of a punk community in Bali, Denpasar Kolektif (Denkol), which engaged in critical and inclusive pedagogical activism during and after the COVID-19 pandemic. Using an ethnographic approach, data were collected through in-depth interviews, participant observation, and document analysis. The research aims to illuminate the pedagogical processes embedded within Denkol’s activism and to explain its sustained efforts to connect with diverse groups navigating the challenges of the pandemic. Denkol’s punk pedagogy emphasizes creative projects rooted in subcultural practices such as zine-making, collective discussions, and woodcut mapping. Analysis reveals five key elements of its learning syntax: (1) engagement in hands-on practices, (2) emphasis on Do-It-Yourself (DIY) principles, (3) open critical discussions, (4) emotional reflection, and (5) participant testimonials on creative outputs. This pedagogy not only enhances critical thinking but also fosters social inclusion by providing marginalized individuals with spaces for self-expression and collective participation. The findings highlight how punk pedagogy can serve as an alternative educational model that cultivates creativity, critical awareness, and social solidarity in times of crisis.