Abstract
The purpose of this paper is to present the experiences of Indigenous youth when a critical literacies/Indigenous knowledges (IK) approach was used in a graphic novel creation project. We conducted research over a six-week period in two alternative high schools in British Columbia. In this paper, we look primarily at research findings from the Indigenous program. We analyzed classroom observations, the graphic novels, and transcripts of semi-structured interviews according to four principles of critical literacy: understanding power, control, and equity of information; collaboration using multiple perspectives; authentic and multimodal learning; and enacting social change and civic engagement.
Highlights
Canadian colonial education practices have failed to support Indigenous ways of living, learning, and knowing, and have resulted in the marginalization of Indigenous students
We describe a research project designed to explore the diverse experiences of 11 high school Indigenous youth when a critical literacies approach was used for a unit that invited students to write and illustrate a graphic novel
We demonstrate through this research that a collaborative, critical literacies project on creating graphic novels resulted in these Indigenous students’ increased engagement, motivation and investment in classroom work
Summary
Canadian colonial education practices have failed to support Indigenous ways of living, learning, and knowing, and have resulted in the marginalization of Indigenous students. Previous research indicates that a lack of culturally appropriate curriculum, explicit teaching, and high expectations of Indigenous students has created disengagement and resistance among Indigenous youth (Battiste, 2013; Hare & Pidgeon, 2011; Pirbhai-Illich, 2010). Despite scholars calling for researchers, educators and curriculum writers to decolonize educational practices, little attention has been given to ways in which classrooms might better address the needs of Indigenous adolescents (Hare & Pidgeon, 2011). In order to decolonize language and literacy learning for Indigenous adolescents there is a need to shift educational pedagogy towards knowledge as embedded in place and experiences, and learning models that represent action and sharing (Battiste, 2013) and being civically engaged (Deer, 2013). There is a need to focus on engaging and empowering Indigenous youth in culturally appropriate ways (Battiste, 2013; Deer, 2013; Mills et al, 2016)
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