Using a Graphic Novel Project to Engage Indigenous Youth in Critical Literacies

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.

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