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

Authors

  • Becky Beucher Illinois State University
  • David Low Fresno State University
  • Amy Smith Illinois State University

DOI:

https://doi.org/10.18251/ijme.v22i3.2235

Keywords:

Native American, Culturally Responsive Teaching, Critical Media Literacy, Middle School, Digital Composing

Abstract

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.

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Published

2020-12-31

How to Cite

Beucher, B., Low, D., & Smith, A. (2020). Memes and Social Messages: Teaching a Critical Literacies Curriculum on DAPL. International Journal of Multicultural Education, 22(3), 24–49. https://doi.org/10.18251/ijme.v22i3.2235

Issue

Section

Articles (Peer-reviewed)