"People Are Demanding Justice": Pandemics, Protests, and Remote Learning through the Eyes of Immigrant Youth of Color

Autor/inn/en	Fine, Michelle; Finesurrey, Samuel; Rodriguez, Arnaldo; Almonte, Joel; Contreras, Alondra; Lam, Aidan
Titel	"People Are Demanding Justice": Pandemics, Protests, and Remote Learning through the Eyes of Immigrant Youth of Color
Quelle	In: Journal of Adolescent Research, 36 (2021) 5, S.437-466 (30 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fine, Michelle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0743-5584
DOI	10.1177/07435584211034873
Schlagwörter	Social Justice; Pandemics; COVID-19; Activism; Participatory Research; Action Research; Oral History; Youth; Immigrants; Minority Group Students; Student Experience; Equal Education; Aggression; Police; Housing; Immigration; Distance Education; Outcomes of Education; Culturally Relevant Education; Social Action; Stress Variables; Critical Theory; Race + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Aktivismus; Politischer Protest; Forschungstätigkeit; Projektforschung; Oral tradition; Mündliche Überlieferung; Jugend; Jugendlicher; Jugendalter; Immigrant; Immigrantin; Immigranten; Studienerfahrung; Unterkunft; Distance study; Distance learning; Fernunterricht; Lernleistung; Schulerfolg; Soziales Handeln; Kritische Theorie; Rasse; Abstammung
Abstract	This paper examines a youth oral history project conducted by/with/for immigrant youth of color and educators. Designed as a longitudinal five year project of critical participatory action research and youth oral histories, we sought initially to document generational experiences of schooling inequity, aggressive policing, housing precarity and immigration struggles. As a research collective we then confronted and chose to interrogate how COVID-19, uprisings and activism, and remote learning affect youth of color. In our analysis we "discovered" the power of culturally responsive and sustaining education as a framework to cultivate critical consciousness and civic engagement. With an epistemic commitment to "no research on us without us," decolonizing methodologies and research for social action, we review in this article our theoretical frameworks, epistemic commitments, methodologies, our ethical praxis and our evidence-based activism, as we explore the intimate details of critical participation as core to anti-racist developmental science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01