Toward the democratization of knowledge: Using photovoice, social biography, and the "five whys" in YPAR with children.

Objectives: We assessed if using a biographical method, social biography, alongside photovoice, and the Five Whys could facilitate critical dialogue in a youth participatory action research (YPAR) context. Method: In a YPAR program, we added social biography to photovoice and the Five Whys during the problem definition phase. We coded ethnographic fieldnotes to examine the quality of critical discourse. Participants were six 10-11 year old Latinx children, some from mixed-status families. Results: Social biography enlivened critical dialogue when children defined the problem for their project: the accountability of la migra, or Immigration and Customs Enforcement (ICE). Conclusions: Social biography is a valuable tool for democratizing knowledge production with children through a liberatory framework. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Teaching and Learning During A Pandemic: How one Graduate Community Psychology Class Quickly Incorporated Healing Justice Into Our Practices.

In this first-person account, we describe the changes we made to align our graduate student-level community psychology class with a healing justice model. We undertook this intervention because the class started in March, at the beginning of the COVID-19 pandemic stay-at-home directive in our region. We describe the facets of a healing justice model, which promotes radical healing and collective action in a trauma-informed environment. We then discuss the changes we made to the class to better align with healing justice, including how enrolled students (i.e., co-authors) experienced the process of the course (e.g., reworking the syllabus, starting class with check-ins and an exercise to engage our parasympathetic nervous systems), as well as the content of the course (e.g., service projects to support people who are undocumented, unhoused, or minoritized in other ways; photovoice). We end with implications for teaching community psychology, including the importance of universal design, and for scholar-activist PhD programs.

"Did I see what I really saw?" Violence, percepticide, and dangerous seeing after an Immigration and Customs Enforcement raid.

We use a violence framework to describe an Immigration and Customs Enforcement (ICE) raid, and the subsequent cultural and structural violence that played out in one community after the raid. First, we focus on testimonies given about the ICE raids at two city council meetings, compared with how the raids were characterized in the local paper. We document cultural and structural violence in the newspaper reporting, through ideology and narratives (as forms of cultural violence) and percepticide (as a form of structural violence). We then analyze the process undertaken by 9-12-year-old youth researchers to construct a problem definition, and the script they wrote to explain the problem. We describe the "dangerous seeing" they engaged in to decode fictions about violence and create a rupture for solidarity and social action. Finally, we examine how elementary school leadership responded to these youth. Through fieldnotes, we document the cultural violence (via the control of public space) and structural violence (via percepticide and the obscuring of the social origins of social problems) perpetrated by school leadership.