This paper aims to provide insights for educators seeking to enact culturally responsive-sustaining education and research in the midst of the COVID-19 global pandemic. The authors examine what happened when the community-based Youth Participatory Action Research (YPAR) initiative they engaged with traditionally marginalized high school students was interrupted as a result of physical distancing necessitated by COVID-19.,Data for this inquiry were taken from a broader on-going ethnography of youth’s participation in the YPAR project and included audio and video recordings from meetings of the YPAR initiative and messages exchanged between and among authors and youth. Authors used components of culturally responsive-sustaining education and theories related to student voice as an analytic frame through which they considered how the COVID-19 pandemic influenced their work.,Three findings are examined in this paper. They consider: how youth participants and the authors stayed connected after they were no longer able to meet in person; how youth chose to center the needs of the subsidized housing community where they lived while continuing their work; and how youth and authors navigated the uncertainties they encountered in looking ahead to future possibilities for their study as the pandemic continued.,This study provides urgently needed insights for educators and researchers grappling with how they may enact culturally responsive-sustaining education and research during the COVID-19 global pandemic and beyond.

中文翻译：

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中心社区：在COVID-19期间制定具有文化响应力的YPAR

本文旨在为寻求在COVID-19全球大流行中进行具有文化响应能力的可持续教育和研究的教育工作者提供见识。作者研究了当他们与传统边缘化的高中生进行的社区青年参与行动研究（YPAR）计划由于COVID-19所必需的身体疏远而中断时所发生的情况。该调查的数据来自更广泛的领域青年人参与YPAR项目的持续民族志，包括YPAR倡议会议的音频和视频记录以及作者与青年之间以及在青年之间交流的信息。作者使用文化响应性维持教育的组成部分以及与学生声音相关的理论作为分析框架，通过该框架他们考虑了COVID-19大流行如何影响其工作。本文研究了三个发现。他们考虑：青年参与者和作者在无法再见面后如何保持联系；在继续工作的同时，青年人如何选择将资助的住房社区的需求放在中心位置；以及随着大流行的继续，青年和作者如何驾驭他们面临的不确定性，展望未来的研究可能性。这项研究为教育工作者和研究人员着力解决在未来期间如何开展具有文化响应性的教育和研究提供了迫切需要的见解。 COVID-19全球大流行及以后。