“People Are Demanding Justice”: Pandemics, Protests, and Remote Learning Through the Eyes of Immigrant Youth of Color

This paper examines a youth oral history project conducted by/with/for immigrant of color and educators. Designed as longitudinal five year critical participatory action research histories, we sought initially to document generational experiences schooling inequity, aggressive policing, housing precarity immigration struggles. As collective then confronted chose interrogate how COVID19, uprisings activism, remote learning affect color. In our analysis “discovered” the power culturally responsive sustaining education framework cultivate consciousness civic engagement. With an epistemic commitment “no on us without us,” decolonizing methodologies for social action, review in this article theoretical frameworks, commitments, methodologies, ethical praxis evidence-based explore intimate details participation core anti-racist developmental science.