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

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. 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.

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.

"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).