We Need to Talk about Racism
Co-constructing Research with Young People from Multilingual Chinese Backgrounds
Bibliographic Data
| ID | 18936307 |
|---|---|
| Authors | Little (0000-0002-9902-0217, University of Sheffield, corresponding author), Yue Zhou (0009-0009-2070-9715, University of Sheffield), Sophie Heathcote (University of Sheffield), Cristal Lee (University of Sheffield), Haochen Shi (0000-0001-8634-3992, University of Sheffield) |
| Year | 2025 |
| Pages | 1-17 |
| Publication date | 2025-03-12 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Journal of Race Ethnicity and Politics (JOURNAL) |
| Journal identifiers | ISSN: 2056-6085 • E-ISSN: 2056-6085 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/rep.2025.20 |
| OpenAlex | W4408386321 |
| Language | EN |
| Citations received | 3 |
| References cited | 35 |
This paper, co-authored by two adult academics and three young researchers aged 11 to 16, investigates the authors’ collective experiences in a participatory research project about growing up multilingual with Chinese heritage and migration background, where race and racism emerged as key themes. Drawing on critical dialectical pluralism and the concept of “reflexivities of discomfort,” we explore how co-constructing research with children and young people can enrich the research process. Despite the intricate and often opaque nature of discussing racism, especially anti-Asian racism, with children from migration backgrounds, this study advocates for participatory research as a critical tool for uncovering these complexities, paving the way for more open and meaningful conversations. In collaboration with young researchers, we reevaluate the role of research and researchers in discussing racism, (de)construct children as experts of their racialized experiences, and imagine the future of researching racism with children through what we call “collective reflexivity”—a practice of open discussions that highlight young people’s positionalities, experiences, and insights. Through practices that protect individuality and value personal experience, our work makes a methodological contribution by offering “collective reflexivity” and co-authorship as a pathway that ensures children are not viewed as “representatives,” but valued for their positionalities, encouraging more engaged and critical conversations on race and racism with them
Racism · Sociology · Children's Rights and Participation · Education and experiences of immigrants and refugees · Gender Studies · Psychology · Youth Education and Societal Dynamics
Chapter 4 Contesting the Model Minority and Perpetual Foreigner Stereotypes
On, to, with, for, by
Racial microaggressions and the Asian American experience
Research With Children
Doing and undoing gendered racism with racialized girls
The complexities and contradictions in participatory research with vulnerable children and young people
Who are the Asian Americans? Commentary on the Asian American psychology special issue
Understanding the challenges and opportunities of talking to children about race and racism in child‐facing institutions
Engaging with children as co-researchers
Challenging the invisibility of Asian Americans in education
Acknowledging Anti‐Blackness, Overlooking Anti‐Asian Racism
Spitting open the sky
How to Be an Antiracist
Beyond roots and wings
Voice’ is not enough
The power to SAY what I want to and it gets written down’
Covid-19 Racism and Chinese American Families’ Mental Health
Impacts of the Model Minority Myth on Asian American Individuals and Families
We are not all gangbangers
Confession, catharsis, or cure? Rethinking the uses of reflexivity as methodological power in qualitative research
Children's rights and research processes
In defence of tokenism? Implementing children's right to participate in collective decision-making
Methodological Immaturity in Childhood Research
Decolonizing Methodologies
Methodologizing Transnationality
An un/familiar space
Crossing Methodological Borders
It Goes under the Radar
| Citations per year | 3 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |