College of Graduate Studies: Theses & Dissertations

Term of Award

Spring 2026

Degree Name

Doctor of Education in Curriculum Studies (Ed.D.)

Document Type and Release Option

Dissertation (open access)

Copyright Statement / License for Reuse

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.

Department

College of Education

Committee Chair

John Weaver

Committee Member 1

Marla Morris

Committee Member 2

Daniel Chapman

Committee Member 3

Nancy Malcom

Abstract

This dissertation explores how craftivism, grounded in feminist theory and informed by multiliteracies, can be used to disrupt and reclaim the traditionally male-dominated genre of comics for girls and non-binary students. While the New London Group’s concept of multiliteracies expands definitions of literacy to include visual, spatial, and multimodal forms of meaning-making, it does not fully address questions of power, representation, and voice. Drawing specifically on the work of bell hooks as a theoretical anchor, this study positions comics not only as legitimate multiliterate texts but also as sites of feminist intervention. By blending multiliteracies, feminism, and craftivism, this research examines how curriculum can be reimagined to value student voice, storytelling, and creativity. The study argues that when students are invited to author their own comics, they move from passive consumers of visual culture to critical readers and empowered storytellers capable of challenging dominant narratives. This work contributes to curriculum studies by expanding what counts as literacy, whose stories are centered, and how knowledge is produced within educational spaces. Ultimately, this dissertation proposes that feminist craft-based comic creation is not an enrichment activity but a transformative curricular practice that fosters equity, creativity, resistance, and joy in classrooms.

Research Data and Supplementary Material

No

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