2025/11/27 by Lamia Mellal · 1 voice · 1 citation
Arts and Humanities · Social Sciences · #Music History and Culture #Diverse Musicological Studies #Participatory Visual Research Methods
paper · doi:10.1080/01419870.2025.2583435
openalex publication_date 2025/11/27 · openalex created_date 2025/11/28 · openalex updated_date 2026/07/02
In the aftermath of the 2015 attacks in France, counter-radicalization measures targeting Muslim students have reinforced discriminatory practices within the educational system. While much research on working-class neighborhoods tends to reproduce dominant security logics and racialized stereotypes, this study focuses on students’ voices and lived experiences. Drawing on a participatory research project conducted in a high school in the northern districts of Marseille (les quartiers nord), this article offers a reflexive analysis of how a sound-based co-production workshop operated as a counter-space within the school. It traces how this process gradually evolved, enabling racialized students to be heard, to engage in inquiry, and to co-produce anti-racist knowledge. By examining the ethical, epistemological, and methodological stakes of this approach, the article reflects on the emancipatory and transformative potential of sound co-creation with racialized youth under surveillance. In doing so, it demonstrates how inventive methods can advance an anti-racist praxis in education.