Abstract
This article describes a participatory visual research project with two Hong Kong-based Filipina young women, and explores their understandings of citizenship and civic engagement through cellphilm-making (cellphone + filmmaking), collaborating on the writing of an academic article, and co-presenting research findings at an academic conference in Calgary, Canada. The study finds that Hong Kong’s Occupy Movement encouraged the participants to see themselves as engaged citizens, participate politically in the territory, and work toward social change for ethnic minorities by engaging different audiences through multiliteracy practices in a research for social change framework.
Highlights
Writing in 2007, Blackburn and Clark suggest that “the need for literacy research that advocates for social justice, fosters political action, and produces real change in the lives of oppressed and marginalized people has never been more urgent or more real” (p. 1)
Ann provides a personal account of how the terms ‘non-Chinese speaking’ and ‘ethnic minority’ are used politically to isolate particular citizens based on their race and language practices
In an effort to engage multiple audiences and work toward impacting academics and policy makers, collaborating on a peer-reviewed academic article and co-presenting at an academic conference provide opportunities for these Filipina young women to describe their sense of self and civic engagement while reaching populations that may not reach through the dissemination of their visual productions shared on YouTube
Summary
Writing in 2007, Blackburn and Clark suggest that “the need for literacy research that advocates for social justice, fosters political action, and produces real change in the lives of oppressed and marginalized people has never been more urgent or more real” (p. 1). Writing in 2007, Blackburn and Clark suggest that “the need for literacy research that advocates for social justice, fosters political action, and produces real change in the lives of oppressed and marginalized people has never been more urgent or more real” In 2017, the need for literacy research that engages participants and communities to enact real change remains paramount. As a teacher and researcher, I have been interested in working with students and participants to examine their lived realities and to collaborate on ways to address community challenges and social inequalities through project based learning and a research for social change framework. My students were multilingual and multiethnic young people who were taught with English as the Medium of Instruction, and who were described in policy discourses “non-Chinese speaking” but more often than not referred to as “non-Chinese” (Burkholder, 2013). While teaching at the school, I was Language and Literacy
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