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In this paper, we share insights gained from a YPAR project in which youth created multimodal narratives reflecting on their identities and experiences. We analyzed 20 youth produced multimodal narratives to understand how youth positioned their identities and experiences. Drawing on a sociocultural theories of literacy, we argue that youth engagement in research must be accompanied with adequate opportunities for participants to explore their positionality.
Our findings indicate that youth created complex and layered texts to highlight their multiple identities. Layering aural, visual, and gestural modes, their multimodal narratives offer a compelling view into their positionalities--what they stood for and what they wanted to critique.