The authors examine photovoice projects created by students and teacher candidates who explored issues of gender in response to a young adult novel and co-researched that process. In this article, the photovoice projects the authors feature emerged from an ongoing initiative between the Ontario Institute for Studies in Education of the University of Toronto (OISE) and Delta Senior Alternative School, an ethnically diverse middle school in downtown Toronto. The collaboration invites adolescents and educators to design arts-based, critical literacy curriculum and co-research that process (Simon et al.). Over five years, the Addressing Injustices project will involve 150 students and 100 teacher candidates as partners in co-creating curriculum for five young adult (YA) novels.