Divisive political discourse today reflects a need to address issues of oppression in North American society. Accordingly, teachers can help students confront these problems. Linking critical pedagogy and transformative learning theory, this interdisciplinary research examines whether reading and discussing March Book Two, a historical nonfiction graphic narrative written by civil rights activist John Lewis and Andrew Aydin, led students in a British Columbian Adult Basic Education English class to transform their perspectives on social-justice related issues. Qualitative data were collected from student work, classroom observations, and post-semester interviews in an instructor-led action research case study.
