The origins of my approach to academic scholarship were established by my parents’ commitment to the revolutionary politics of social change and care. Though their perspectives differed in terms of their individual and structural analyses – whether through popular culture, the news, or reflections about the persistence of inequalities – dialogical interventions about the possibility of a more equitable society were instilled into my consciousness from a young age. I grew up in a predominantly white suburban area in the UK (West Midlands), where my parents’ emancipatory discussions were not just obsolete, but both monitored and condemned by the adults and young people around me. I observed the 1990s and early 2000s through the cynicism of many of these people; a cynicism no doubt born of the variety of lived socio-economic disparities many (including my own family) endured. With these pertinent, but ongoing, observations, I always found it difficult to see what my position might be within collective efforts to change the oppressive structures I witnessed and was disproportionately exposed to. I was not a ‘high-achieving’ young person; I found reading and writing exceptionally challenging throughout school and university (I still do!). I always struggled to understand how I would be taken seriously if I failed to ‘achieve’ within the limited scope of the UK education system. Later in my adult life, I found out that I have a number of neurodiverse traits (high functioning ADHD, dyspraxia and dyslexia), which helped to explain why I regularly felt that I lacked the intellectual capacity to adequately contribute to real social change. Growing up with limited social, cultural and economic capital, I found myself consistently positioned on the periphery of academic achievement (reading and writing), but my oral ability has remained a relative strength (that I attribute to my high functioning ADHD). My good friends (and co-hosts and co-founders of the

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检索对话知识生产的记忆：COVID-19 和全球（重新）觉醒系统性种族主义


我的学术研究方法源于我父母对社会变革和关怀的革命政治的承诺。尽管他们的观点在个人和结构分析方面有所不同——无论是通过流行文化、新闻还是对不平等现象持续存在的反思——但关于更公平社会可能性的对话干预从小就被灌输到我的意识中。我在英国一个以白人为主的郊区（西米德兰兹）长大，在那里，我父母的解放讨论不仅已经过时，而且还受到我周围的成年人和年轻人的监视和谴责。我通过许多人的愤世嫉俗来观察 20 世纪 90 年代和 2000 年代初。这种愤世嫉俗无疑是由许多人（包括我自己的家人）所忍受的各种社会经济差异而产生的。通过这些相关但持续的观察，我总是发现很难看出我在改变我所目睹和过度接触的压迫性结构的集体努力中的立场可能是什么。我不是一个“有成就”的年轻人；我发现在整个学校和大学里阅读和写作都非常具有挑战性（我仍然如此！）。我一直很难理解，如果我未能在英国教育体系的有限范围内“取得成就”，人们会如何认真对待我。在成年后，我发现自己有许多神经多样性特征（高功能多动症、运用障碍和阅读障碍），这有助于解释为什么我经常觉得自己缺乏为真正的社会变革做出充分贡献的智力能力。 在有限的社会、文化和经济资本的陪伴下长大，我发现自己在学术成就（阅读和写作）方面始终处于边缘地位，但我的口语能力仍然保持相对优势（我将其归因于我的高功能多动症）。我的好朋友（以及联合主持人和联合创始人）