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This article brings visual thinking into the speculative fiction classroom, drawing on critical autism studies and on work on Indigenous futurism. It is the collaborative work of a neurotypical academic and an artist on the autism spectrum. Using one Canadian short story by a member of the Norway House Cree Nation, David A. Robertson, as a sample primary source, the project offers strategies for developing a multimodal classroom through assigning visual close readings as forms of literary criticism and critical thinking. This project aims to show the value of thinking in pictures as a respectful tool for both decolonization work in the classroom and for the encouragement of student creative work. Focused on a lesbian love story, the project presents critical love in the academy as queer and creative.