Racially-just epistemologies and methodologies that disrupt whiteness

Abstract

correspondences and pic-tures. These practices helped Camargo document a counternarrative of communities of colour as well as allowing participants to become collaborators and writers of their own histories. Both Escobedo and Camargo, through their research methodologies, show us how neutrality and ‘ objectivity ’ can often marginalise communities of colour because they are excluded from research processes, and that drawing on CRFP, they can e ff ectively ‘ talk back ’ (bell hooks, 1989, p. 9) to this deliberate exclusion. The fourth paper examines how TransHipHop Pedagogy can be a form of epistemic disobedience to challenge formal schooling spaces that marginalise young people in Senegal. Noella Niati and Payal Shah utilise a new framework that is underpinned by critical consciousness, culturally relevant pedagogy, and cultural modelling to understand how young people negotiate their identities, claim their rights, and engage in civic education. Their work recognises historical contexts that include political instability, civil war and western interventions, and centres on how ‘ Y ’ en a Marre ’ , a campaign group consisting of Senegalese rappers and journalists who engage with young people to challenge people in power. Utilising the Comparative Case Study (CCS) approach and carrying out semi-struc-tured interviews with ‘ Y ’ en a Marre ’ members, their research centres on the role of local experiences and linguistic practices in challenging the status quo.