ABSTRACT
This chapter explores the need for decolonial classrooms to remain dynamic and appreciative of the change in culture, literacy, and engagement that youth themselves are driving. It begins with an illustration of the marginalization that is occurring through the censorship of books and banning of teaching topics such as race, sex, and gender. The chapter then provides instructional approaches designed to nurture cultural change. It introduces an approach to reading instruction that uses remix and found poetry to teach inclusivity, as well as how to synthesize across texts. Next, the chapter demonstrates ways to design writing instruction to sustain and cultivate the cultural creativity and dynamism of youth via protest art. Then, the Aboriginal practice of deep listening is used to encourage students to identify and curate artifacts that share their world experiences. The chapter ends with a vignette to encourage discussion around ways to encourage students to take risks, questions to consider when planning for nurturing cultural change, and resources to continue to learn about using art for social action. It also offers tips on using surveys to gather feedback from the community and technologies that support artistic creation.
