I reasoned this trauma response would disproportionately affect the most marginalized among us due to unjust power imbalances and access to resources, like health care and safe housing.
Also, I feared for my mortality given my asthma, a marker of my upbringing due to environmental classism. In fact, I thought it plausible that we could be using class time to hold remembrances or memorials. For example, based on the mortality rate of 2% for the 1918 flu pandemic, I thought it possible that people in our campus community, and in our department, would die, and that family members and perhaps one of us in the class could die. Put another way, I assumed a trauma response due to the pandemic because of the abrupt change to our schedules, loss of control, loss of in‐person connection, and threat to our collective mortality. Third, given racist and classist health care policies, the pandemic could be expected to disproportionately affect communities of Color and working poor communities, which would likely bring additional stress and trauma to my students. Second, I assumed I would be dealing with trauma during the pandemic. Given my students’ demographics (mostly students of Color 2 and many first‐generation college students), I hypothesized that some had grown up in over‐policed neighborhoods and some had been subject to harsh disciplinary practices in their K‐12 schools. First, the pandemic would create trauma for my students, who were likely already traumatized due to the heavy and militarized police presence on our campus during the strike and the disciplinary sanctions students were being subject to for withholding grades and/or nonviolent protest.
The emphasis was on technical aspects, but not on pedagogical shifts that might be needed.Īs a community psychologist, I made several assumptions.
#Miguel parra injustice 2 how to#
I attended distance learning training sessions, pulled together through our teaching center, to learn how to teach my class remotely. I, a tenured social‐community psychologist, was to teach a graduate‐level community psychology class, and, like many other campuses, ours was in a tailspin.
#Miguel parra injustice 2 full#
We end with implications for teaching community psychology, including the importance of universal design, and for scholar‐activist PhD programs.Ībout two weeks before Spring 2020 quarter, and as the graduate student wildcat strike 1 was in full swing, we learned that teaching would be remote due to the COVID‐19 pandemic. 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 describe the facets of a healing justice model, which promotes radical healing and collective action in a trauma‐informed environment. 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. 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.
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