ABSTRACT
This chapter involves the study situated in an inner-city school in Western Canada, involved 20 seventh graders producing photo essays about living with racism, classism, or sexism. It examines critical pedagogy, critical multicultural education, and visual methodology. Issues of societal curriculum and identity were central to this work. Student's photo essays not only revealed some patterns of mainstream discourses related to race, class, and gender, but also revealed some very sophisticated understandings of how social issues play out in institutional systems. This study was approved by the researcher's university ethics review board, as well as the school district and school in which the work was carried out. A final noteworthy theme to emerge from this work was the way that photographic and movie production work unsettled the identifications of who were the academic high' and low' achievers in the class.
