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 COVID19, 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.

本文研究了由/与/为有色人种和教育工作者的移民青年进行的青年口述历史项目。作为关键参与性行动研究和青年口述历史的纵向五年项目，我们最初试图记录教育不平等、激进的警务、住房不稳定和移民斗争的世代经历。作为一个研究团体，我们随后面对并选择询问 COVID19、起义和激进主义以及远程学习如何影响有色人种青年。在我们的分析中，我们“发现”了文化响应和持续教育作为培养批判意识和公民参与的框架的力量。本着对“没有我们就没有对我们的研究”的认知承诺，对社会行动的非殖民化方法和研究，我们在本文中回顾了我们的理论框架，