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Sounding resistance: critical reflections on participatory sound-based research with racialized youth under surveillance.

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Titel: Sounding resistance: critical reflections on participatory sound-based research with racialized youth under surveillance.
Autoren: Mellal, Lamia1,2 (AUTHOR) lamia.mellal@kuleuven.be
Quelle: Ethnic & Racial Studies. Nov2025, p1-18. 18p.
Schlagwörter: *MINORITY youth, *ANTI-racism education, *AUTONOMY (Psychology), *POLICE surveillance, *SELF-efficacy, *PARTICIPANT observation
Geografische Kategorien: MARSEILLE (France), FRANCE
Abstract: In the aftermath of the 2015 attacks in France, counter-radicalization measures targeting Muslim students have reinforced discriminatory practices within the educational system. While much research on working-class neighborhoods tends to reproduce dominant security logics and racialized stereotypes, this study focuses on students’ voices and lived experiences. Drawing on a participatory research project conducted in a high school in the northern districts of Marseille (les quartiers nord), this article offers a reflexive analysis of how a sound-based co-production workshop operated as a counter-space within the school. It traces how this process gradually evolved, enabling racialized students to be heard, to engage in inquiry, and to co-produce anti-racist knowledge. By examining the ethical, epistemological, and methodological stakes of this approach, the article reflects on the emancipatory and transformative potential of sound co-creation with racialized youth under surveillance. In doing so, it demonstrates how inventive methods can advance an anti-racist praxis in education. [ABSTRACT FROM AUTHOR]
Datenbank: Academic Search Index
Beschreibung
Abstract:In the aftermath of the 2015 attacks in France, counter-radicalization measures targeting Muslim students have reinforced discriminatory practices within the educational system. While much research on working-class neighborhoods tends to reproduce dominant security logics and racialized stereotypes, this study focuses on students’ voices and lived experiences. Drawing on a participatory research project conducted in a high school in the northern districts of Marseille (les quartiers nord), this article offers a reflexive analysis of how a sound-based co-production workshop operated as a counter-space within the school. It traces how this process gradually evolved, enabling racialized students to be heard, to engage in inquiry, and to co-produce anti-racist knowledge. By examining the ethical, epistemological, and methodological stakes of this approach, the article reflects on the emancipatory and transformative potential of sound co-creation with racialized youth under surveillance. In doing so, it demonstrates how inventive methods can advance an anti-racist praxis in education. [ABSTRACT FROM AUTHOR]
ISSN:01419870
DOI:10.1080/01419870.2025.2583435