In this reflective piece, two English educators, one high school level and one secondary level, detail how they employed a project-based approach to tackling texts that were problematic for their classrooms. Students in both classes were given control of their learning through a small group approach where they set the deadlines, the assignments, and the outcomes in their work with dystopian texts. Placing the responsibility for learning in the hands of the class was an empowering and motivating experience for the students and an act of reflective practice for the instructors.

No abstract

No abstract