“Know History, Know Self”: Asian American Youth Reimagining YPAR Through Intergenerational Oral Histories

• In Event: Youth Participatory Action Research with Asian American Communities: Methodological Innovations and Transformative Possibilities

Abstract

Objectives or Purposes
Our presentation examines how Youth Participatory Action Research (YPAR) can be reimagined through humanizing practices that center intergenerational dialogue and transnational perspectives (Bettencourt, 2020; Caraballo et al., 2017). Drawing from an ongoing grant-funded project, we explore how Asian American youth in Michigan and engage in oral history collection to challenge curriculum violence and combat anti-Asian racism. The presentation aims to: (1) demonstrate how humanizing YPAR practices support youth as knowledge creators while honoring family and community voices; (2) illustrate the transformative potential of intergenerational dialogue in disrupting stereotypical portrayals of Asian Americans; and (3) examine how transnational frameworks expand understanding of racialized experiences beyond nation-state boundaries.

Theoretical Framework
Our work is grounded in Asian American Critical Race Theory (AsianCrit), specifically employing three core tenets: Transnational Contexts, (Re)Constructive History, and Story, Theory, and Praxis (Iftikar & Museus, 2018; Kim & Hsieh, 2021). We integrate this framework with humanizing YPAR methodologies that position youth as co-researchers while recognizing expertise embedded in their families and communities (Ozer, 2017). Our approach challenges methodological nationalism by situating Asian American experiences within transnational networks of migration, diaspora, and cultural connection.

Modes of Inquiry
Our humanizing YPAR approach incorporates innovative methodological practices grounded in the principle of “Know History, Know Self” in which youth develop critical consciousness by connecting personal narratives to broader historical contexts. This methodology includes: rolling consent processes that respect youth participation and family/community involvement; inclusive orientation sessions that engage families as partners; structured workshops that equip youth with oral history skills while honoring their existing knowledge; and collaborative analysis sessions where youth participants engage in data interpretation alongside researchers. These methods prioritize ethical engagement and recognize intersectional identities across racial/ethnic, gender, linguistic, and religious differences.

Data Sources
Data sources include: workshop recordings and transcripts; oral history interviews conducted by youth participants with family and community members; individual and focus group interviews with youth participants; reflective journals and artifacts; and research field notes. Evidence is drawn from ten Asian American high school students and a project team composed of four faculty members and three university students.

Findings
Preliminary findings suggest humanizing YPAR practices create transformative spaces for both youth participants and their communities. The “Know History, Know Self” principle demonstrates how connecting personal and family narratives to broader historical contexts enables youth to develop sophisticated understandings of race and critical consciousness (Suyemoto et al., 2014; Castillo, 2025). Intergenerational dialogue emerges as a powerful mechanism for challenging model minority stereotypes, as youth co-construct knowledge and uncover complex individual and community histories of resistance and transnational connections. Transnational perspectives reveal how families’ migration and diasporic experiences disrupt nation-state-centered understandings of Asian American identity. Humanizing methodologies demonstrate that when YPAR centers youth agency while honoring family and community wisdom, it produces nuanced counter-narratives informing culturally sustaining curriculum and pedagogy (Paris, 2012; Kwon, 2013; San Pedro & Kinloch, 2017). These findings contribute to scholarship on participatory and humanizing research methodologies, Asian American educational experiences, and transnational approaches to understanding race and racism in educational contexts.

Authors

• Roland Sintos Coloma, Wayne State University

• Jungmin Kwon, Michigan State University

• Wenyang Sun, University of Utah

• Min Yu, Wayne State University

• Pyeongeun Kim, Michigan State University

• Seungwoo Hwang, Michigan State University