Abstract
Abstract In this paper we explore the concept of socially accountable SFL praxis in designing, conducting, and disseminating participatory work with minoritized youth and communities. Using a reflexive methodology, we explore our often-failed attempts at developing a socially accountable SFL praxis in the southeast of the United States to support minoritized youth and their educators. Specifically, we reflect on (1) our biases, theoretical predispositions, assumptions, and power relations vis-à-vis the researched, and (2) on how these aspects affected every stage of the research, from the disciplinary framing of the research questions, the choice of the research methodology, to how we presented our findings. The article concludes with an emphasis on socially accountable SFL praxis as a pivotal approach to strengthen and support minoritized communities within the context of structural inequality.
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