This article describes a bounded action research case study that examines how reading and discussing a graphic narrative ( March Book Two, a comic autobiography of John Lewis’s life as a civil rights activist) enabled transformations in a group of seven adult student participants at a Canadian postsecondary institution. Data primarily gathered from photocopies of student work, including reflective journal entries, postsemester interviews, and the primary researcher’s daily reflexive and reflective research journal entries, were evaluated with Kitchenham and Chasteauneuf’s framework of assessing transformative learning with critical reflection types such as objective and subjective reframing of assumptions. The authors found that both the participants and the primary researcher engaged in a number of shifts, including engaging in systemic critical self-reflection of and on assumptions.

oppressive transmission-based methods of education. 6 Bell hooks suggests while some White instructors in academic contexts benefit from appearing progressive and enlightened by discussing race, others are labelled in negative ways. According to hooks, anyone can be punished for challenging systems of White domination. 7 As I will suggest later, while I did not experience these challenges as I completed my research, I suspect that classrooms at the College of New Caledonia (CNC) in Prince George, BC, Canada are not exempt from these issues. Prince George, a small city of approximately 75 000 people, is located in central British Columbia. Approximately 15 percent of the city's population self-identify as Aboriginal, while eight percent identify as part of a visible minority group. According to the latest Statistics Canada Census, the median household income of residents in Prince George was approximately $75 000, higher than the overall Canadian household median income. 8 However, while numerous students at the College of New Caledonia originate from Prince George, many are drawn from smaller communities in the central interior region of the province. According to the latest publicly available data, students at the College of New Caledonia cover a wide range of demographics. As of the 2016-17 school year, 19 percent of the domestic school population is Aboriginal, while international students make up 21 percent. Approximately 540 students took Upgrading and Access courses in 2016-17. This program area includes the Adult Upgrading department, the college's adult basic education