Toward Transformative Praxis: Fostering a Teacher|Leader|Learner Disposition

In Unlocking Silent Histories (USH), Indigenous youth participate in a pedagogical engagement with theoretical roots in critical pedagogy, media studies, and cultural sociology. These frameworks inform how youth participate in a self-directed, technology-enabled learning design to critically inquire about and creatively express their worlds from their perspectives in the form of documentary shorts. This intentional strategy discloses our belief that Indigenous youth viewpoints are absent from a digital landscape. Our philosophical engagement further divulges learning design deficiencies, asserting that (1) local voice and knowledge are foundational to authentic learning, (2) community-connected themes inspire critical inquiry and creative expression, and (3) youth have the capacity to direct their own learning and author their own stories. Our program design calls for a shift in focus when thinking about the definition and roles of youth knowledge, voice, and learning. To ignite this shift, framing and bringing to life what is termed transformative praxis, youth become teacher|leader|learner in our pedagogical engagement. We convey this by focusing this article on our program leaders’ experiences in this multifaceted role. In doing so, we highlight the development of these program leaders as they encounter, negotiate, and struggle between unconscious and conscious oppression and liberating educational practices