Acceso usuarios
[1]
RAE de Hong Kong (China)
This study investigates how racialized youths in Hong Kong challenge the intertwined systems of linguistic racism and nationalized identities through the production of counternarratives and critical, multimodal texts. Drawing on data from ‘Antiracist Language and Literacy Workshops’, where participants engaged in collaborative dialogues and creative meaning-making through multilingual and multimodal texts, the study reveals how these participants disrupted dominant discourses that positioned them as deficient outsiders in a society shaped by colonial legacies and ethno-linguistic hierarchies. Their counternarratives expose the normalization of linguistic racism and entrenched social hierarchies that often marginalize racialized youths, engendering feelings of disempowerment and exclusion. However, through collaborative dialogues and creative counter-text production, participants cultivated critical consciousness, emotional resilience, and agency to challenge and disrupt these oppressive discourses. Their acts of resistance are not simply individual expressions of frustration—they are profoundly antiracist and decolonial interventions that expose and contest the systemic marginalization of racialized and linguistically diverse students. This research advocates for pedagogical approaches that center student voices, affirm diverse identities, and empower learners with the knowledge, skills, and critical awareness necessary to confront systemic inequities, ultimately contributing to more inclusive, equitable, and socially just educational environments.
