ABSTRACT
This chapter examines an inquiry method for helping teachers and students engage critically with memetic pedagogies. As a huge part of participatory culture, memes have the potential to engage students in accessible, valuable restorying practices. Memes are, however, frequently used harmfully, both by students and teachers, as jokes that reinforce stereotypes and other dominant paradigms. Implementing a framework of questioning for critical memetic participation can help teachers and students shake up their understanding of memes, pushing them toward a more critical conception of this ubiquitous piece of internet culture. This chapter provides teachers with a critical framework for memetic creation and consumption that blends elements of critical Visual Thinking Strategies with the restorying potential of memes.
