Abstract
Due to the influence of digital media, today’s educators encounter unique challenges—and possibilities—surrounding efforts to advance civic dialogue and critical literacy. This case study, which focuses on two projects with rural Indigenous communities, describes student-led research and filmmaking as teaching pedagogy and research methodology within formal and informal educational spaces. Findings demonstrate the potential for Indigenous counter-narratives to support place conscious and culturally revitalizing media education; increased learner motivation through student-centered pedagogy, anti-colonial education and civic engagement; and expanded intercultural dialogue and intergenerational understanding. The study offers implications for educators, researchers, and community partners.
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