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For three decades, African Americans have often been depicted in the popular press and in independent media as embodying the legacy of a hip hop nation, which the media would signify as an urban, misogynist, and materialistic musical genre and lifestyle. Such representation diminishes or negates, through absence or scant coverage, African American participation in punk and rock'n'roll. In doing so, the media perpetuates hegemonic notions of African Americans as a homogeneous community without nuance and individuation. This essay interrogates the misconception that punk is essentially a white (or Anglo) Do-it-Yourself participatory subculture, and argues that the neglect of a mixed, diverse, and inclusive punk history demonstrates that African American punk cultural productions are undervalued, absent, or deleted. Such interrogation leads to what Stuart Hall has termed "making stereotypes uninhabitable" in his lecture, "Representation and Media" (1997). The essay reclaims the roles of people of color in punk, thus undermining fixed, normative assumptions about race in American pop culture, rendering them unstable and arbitrary. Rewriting punk music as a transhistorical, crosscultural, and synergistic negotiation between African American and Anglo music cultures creates new potentials for meaning and a mode of empowerment for a generation previously unaware of punk's truly democratic ethos.

AbstractIn this article, we review the literature on learning and teaching with cases drawing from several applied professions (e.g., education, business, medicine). First, we summarize the learning philosophies and concepts that ground case‐centered teaching and learning. This section touches on views of professional practice, important and relevant theories and concepts, and the value of decomposition of professional practice. Then, we use the idea of decomposition of professional practice to illuminate for readers how the learning philosophies and concepts that ground case‐centered teaching might show up in evaluation classrooms. This discussion necessarily focuses on instructional design, types of cases, issues to consider in selecting cases, developing meaningful questions, and cultivating the type of learning environment case‐centered teaching and learning demands. Implications for evaluation educators and research on evaluation are noted.

AbstractPracticing evaluators' professional stories can serve as rich resources for training novice evaluators. However, converting professional stories into a written teaching case requires more than simply writing down a narrative. This article discusses the components of well written cases present in the literature, and provides guidance on how to design, develop, and write four types of cases using instructional design principles that address aspects of pedagogical knowledge and pedagogical content knowledge. Additionally, this article discusses the development of instructor resources that can accompany a case narrative and support the use of the case as an instructional tool.

PurposeThe International Baccalaureate (IB) programme centers on developing students' international mindedness. Central to this effort is the programme's "Learner Profile," which details ten attributes that teachers seek to cultivate through classroom instruction. This article reports on the ways that middle grades and high school social studies and English teachers in Chicago Public Schools' (CPS) IB programmes are attempting to implement the Learner Profile as part of their classroom practice to support students' international mindedness.Design/methodology/approachThe project was carried out as a two phase, sequential mixed-methods design. Phase I entailed a survey of IB teachers and programme coordinators across CPS to assess the incorporation of the Learner Profile into instruction. Phase II consisted of mixed-methods case studies of CPS IB programmes selected partially on Phase I data analysis.FindingsWe find that while teachers express high levels of familiarity with the Learner Profile attributes and confidence in incorporating them into practice, we find wide variation in the actual implementation. Taken as a whole, we find CPS programmes take divergent approaches to incorporating the Learner Profile based on differences in understanding of the attributes and its purposes as well as key organizational facets related to implementation.Originality/valueUltimately, we argue that the wide variation and lack of explicit incorporation of the Learner Profile into classrooms is related in large part to the broad, indistinct nature of "international mindedness" as a concept. The programme would benefit from creating more space for teacher and students to critique the concept, especially those working from non-Western traditions.

AbstractCase‐centered teaching and learning is important for illustrating evaluation approaches, practicing professional problem‐solving and ethical decision‐making, and teaching professional skills and competencies. In this study we provide findings on a content analysis of 148 written cases used to teach evaluation and a critical analysis of five purposively selected cases. The findings demonstrate that evaluators have written many cases to teach the situational nature of evaluation practice. Most of the cases are simulations of practice, which include how the case actors' think, decide, and act in an evaluation context. The study findings point to several areas for strengthening case‐centered teaching in evaluation, including providing clear learning objectives, developing supporting resources for instructors, aligning cases with professional competencies and/or core concepts in the field, developing cases to promote active and problem‐based learning, ensuring cases represent equity‐informed practices, and broadening the representation of diverse people and contexts.

For more than 40 years, hardcore and punk have promised to offer an alternative to what is perceived as the norm and as mainstream. Hardcore Research: Punk, Practice, Politics provides a comprehensive insight into the most active, outspoken, and widely received scholarly positions in the academic discourses on hardcore and punk and combines them with a variety of new and emerging voices. The book brings together scholars with personal ties to past and present hardcore and punk scenes, who present both insightful and critical examinations of the rich and varied histories of this subcultural phenomenon and its current reverberations at the intersection of cultural practice and academic research