Drawing from the theoretical contributions of Ethnic Studies, activist new media, and critical digital literacies, this article explores the nature of a ninth-grade curricular unit about how one’s daily environment impacts one’s health and well-being. Using a combination of ethnographic and practitioner inquiry methods, the authors highlight an Ethnic Studies teacher’s innovative and community-based pedagogy that honed students’ critical digital literacies and civic action practices through their engagement with the digital media app “See, Click, Fix.” Findings detail students’ perspectives about how the unit both helped them resist deficit-oriented ideologies and served as a conduit for critical civic literacies. The authors contend that the fostering of critical digital literacies remain extremely imperative to the future and expansion of Ethnic Studies courses.
Kwon et al. (Wed,) studied this question.