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Memes and Social Messages: Teaching a Critical Literacies Curriculum on DAPL

International journal of multicultural education, 2020-12, Vol.22 (3), p.24-49 [Peer Reviewed Journal]

Copyright International Journal of Multicultural Education (IJME) 2020 ;ISSN: 1934-5267 ;EISSN: 1934-5267 ;DOI: 10.18251/ijme.v22i3.2235

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  • Title:
    Memes and Social Messages: Teaching a Critical Literacies Curriculum on DAPL
  • Author: Beucher, Becky ; Low, David ; Smith, Amy
  • Subjects: Curricula
  • Is Part Of: International journal of multicultural education, 2020-12, Vol.22 (3), p.24-49
  • Description: This article documents the design and implementation of a culturally responsive critical media literacies curriculum centered around media representations of the Dakota Access Pipeline (DAPL). Students (grades 6-8) were invited to discuss media imagery relating to DAPL and to create memes reflecting their understandings. To situate this work, we articulate a framework that blends critical media literacies and culturally responsive and sustaining pedagogy. We analyze students’ spoken and multimodal responses to a curriculum that purposefully foregrounded Native perspectives and digital media. Ultimately, we argue that students must be invited to leverage their epistemic privilege in responding to contemporary social issues.
  • Publisher: Logan: International Journal of Multicultural Education (IJME)
  • Language: English
  • Identifier: ISSN: 1934-5267
    EISSN: 1934-5267
    DOI: 10.18251/ijme.v22i3.2235
  • Source: ROAD: Directory of Open Access Scholarly Resources
    ProQuest Central
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