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Liberation Social & Community Psychology

Psychology 80103 (25593)

WSCP 81000 0 (25877)

Roderick Watts, Professor

of Psychology and Social Welfare

The Graduate Center, City University of New York

& The Social Welfare Program, Silberman School of Social Work rwatts@gc.cuny.edu

Syllabus Version September 8, 2014

With Major Contributions from Students in the Class

Alternative Course Syllabus for

Liberation Social and Community Psychology

This Planning Document is an integration of two sets of ideas. Rod’s ideas, in this

typeface, were influenced by his understanding of summertime discussions with

students in addition to his own. The second set is from a document written by a

subgroup of the students involved in the summer discussion they had at Rod’s home.

The names of the student and the title of their document are above, just below the

boxed course information. You can distinguish their contributions to the course by

the typeface in their title.

Everything in the student document—without exception and unchanged—has been

integrated into the document that follows. Overlapping reading recommendations are

highlighted. To maintain the integrity of the student document, It appears in its

original form at the end of the document.

Overview

This survey course draws from multiple disciplines and emancipatory perspectives. The

readings are international with an emphasis on scholars from disenfranchised groups

or with origins in the global south. The aim is to bring together, critique and

discuss theory and research through the lens of action for social-cultural justice

and equality.

Potential topics include: critical consciousness, social/cultural/racial identities,

(internalized) oppression, community-organizing, ideologies of superiority (the“ -

isms”) empowerment, sociopolitical development, the psychology of colonialism,

emancipatory social-psychological interventions, healing-treatment practices in LP

and empowerment. Participatory action-research will be at the center of the course’s

coverage of research methodology. Authentic action-reflection is part of classroom

dialog and assignments, which benefits from an action component that occurs outside

the classroom. Thus, it is a course requirement that students participate in an

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“action experience” outside of the classroom that is relevant to the course

material.

Course Overview

This survey course draws from multiple disciplines and emancipatory perspectives with an emphasis on non-traditional approaches to pedagogy. There exists a long history in the areas of social science and in psychology of academic violence - research practices based in racism, theories used to influence harmful social policy, testing on disenfranchised communities and the systematic exclusion of people of color, women, LGBTQ, and others from academic conversations, spheres, and job positions. This course looks to practice something wholly different, working not only to reclaim a community psychology in a theoretical sense, but also to imagine and practice - in the class, through readings, in scholarly relationships - a psychology that works to liberate, de-colonize, and create change for communities and for those scholars that have been historically excluded and whose knowledge has been devalued. Therefore, this course will ask participants to think critically, act critically, and come prepared with a project that pushes forward theories and practices of community psychology. Ultimately, the aims of this course are to break apart from the Europeanized version of learning (i.e., institutionalized in classrooms, academic essays/papers) by rejecting the “traditional”, and to discuss, analyze, and explore the importance of local community knowledge, research and actions for social cultural justice and equality across a range of activism projects.

OBJECTIVES

The purpose of the course is to engage in a pedagogical praxis of de-colonization. This requires the course’s participants to imagine and implement alternative strategies for recognizing wisdom produced by non-academics, as well as developing alternative strategies for seeking and creating knowledge. This includes but is not limited to: Academic/Project Support: Time and space to offer critical feedback and support one another, to workshop research/community ideas/actions. Students should be prepared to share their projects with peers, being able to speak to theoretical questions, practical concerns, relationship to application/movement building/critical praxis, etc. Skills Building and Navigating the PhD: To gain insight on grant writing to raise funds for community specific projects, skill based learning (i.e., non traditional focus groups, or how to interrupt oppression/violence we encounter in our work), potential consulting positions, and strategies for utilizing your PhD outside the academy (i.e., community organizing). Healing and Community Support: to share testimonies/struggles/victories encountered on the journey towards, during, and beyond the PhD, to laugh and to play with peers, to have a safe space

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to envision a new type of critical scholarship, healthy academic lives, and heal from experiences around the occupying marginalized identities within the academy. Learning Across Community Spaces/Activism Projects: To break out of the confines of a

traditional academic setting. To avoid/escape the Graduate Center and classroom, to engage in learning across community projects, through workshop discussions, artifacts and video sharing, site/community specific field trips and course gatherings/trips to culturally relevant museums and community events.

OBJECTIVES

The purpose of this course is not to summarily condemn all of what you`ve been exposed to

in your schooling to date, dismissing it all as an effort to reshape you into a cog in the

dehumanization machine called oppression. Rather that throw out the baby with the bath water,

we will hold on to the baby and raise it on our own terms. This requires thoughtful creativity

as well as critique, along with the ability to integrate what ought to be retained with

important ideas that are absent.

1. Demonstrate an understanding of multiple scholarly and practical emancipatory

perspectives from a range of contexts and show your ability to critique those you find

most compelling.

2. Using existing scholarly knowledge, formulate your own multidisciplinary/

transdisciplinary perspective on social liberation theory that addresses issues relevant

to your future aspirations.

3. Engage and in skill-based action or activism project (that involves more than writing)

during the semester that provides an opportunity to make use of knowledge related to #2

above.

4. Produce a multi-medium product that effectively communicates your project activities and

its underlying ideas to a target group of your choice.

PART I – Prelude to Syllabus Discussion Definitions

Draft definition of terms

< Liberation and Social Justice ó Liberation in a Nutshell: Live and let live, Cole Porter

http://www.youtube.com/watch?v=4d43nagVqbU < Activism, Scholar Activist, Scholarly

< Liberation Psychology, Liberation Studies

< The tasks: (1) A commitment to, and structure for co-

creating this course; (2) reworking the Initial Course

Framework (Part II) and the draft syllabus; (3) setting

guidelines for course pedagogy

< What is the Good Life (lineage, person, family,

community, municipality, province, nation, culture, and

world?)

Process

Requires a commitment to, and taking on responsibilities for course co-creation

Relational Features

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< From values to norms on: sharing, brainstorming, teaching, learning, empowering,

collaborating, risk-taking, support, respect, constructive conflict, diversity

mindedness, enforcing and promoting norms

Tasks:

< Major Topic Areas

< General pedagogy

ó Specific Topical Materials ó Guest Speakers ó Field Trips

Setting Course Requirements

< Tangible Products (Objective #4)

< Approval criteria for student projects

< Class or Community Presentations (via fieldtrips)

< Grading Rubrics

< Due Dates

Decision-Making

< Consensus and Voting

< Professor’s exercise of authority

Rod’s long-list of course topics

and sub-topic areas for discussion purposes

Far too much to cover, but it will be good for conversation

(in alpha order within categories)

Liberation: What is the Good Life?

ª Defining the good life (personal and collective, rights and responsibilities)

ª Perspectives: Philosophical, United Nations, Wisdom Traditions, Law, Ethics, etc.

Systems and Ideologies of Oppression (these overlap)

ª Colonialism and Imperialism

ª Economic Tyranny

ª Governmental Tyranny

ª Neoliberalism

ª Slavery and Trafficking

ª The –Isms

ª Wisdom-Tradition Related Tyranny:

o Religious

o Scientific (e.g., eugenics, psych

and medical)

Macro Liberation Strategies (these overlap)

ª Armed Struggle and sabotage, etc.

ª Electoral Politics

ª Migration/Immigration

ª Movement Politics, Community Organizing and Empowerment

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ª Neo-Separatism

ª Policy Advocacy

ª Social Entrepreneurship

ª Revolution

Micro Liberation Tactics (interrelated)

ª Collaboration, Community, and Coalition-building

ª Education, Empowerment, and Critical Consciousness

ª Financial Literacy and collective wealth-building

ª Institution-Building

ª PAR and other participatory activities where research is a principal component

ª Psychological Interventions

ª Research-Related (nominally participative)

ª Subversion

Skill Sets for Activists

ª Administration and project management

ª Campaign and direct action strategy and planning

ª Finding, assessing, and summarizing research

ª Fundraising

ª Group facilitation, active listening, and counseling

ª Leadership development and mentoring

ª Participatory Action Research (PAR)

ª Presentation and public speaking (for the three audiences

below)

ª Training

ª Writing skills appropriate for people with two or three of these audiences:

o A tenth grade education

o A college education (includes most grant writing)

o Scholarly pretensions

Additional Essential Ideas

1. Culture and Worldview

2. Decolonization

3. Identity Politics and Ideology

4. Identity/consciousness-related analysis: critical race and queer theory, feminism,

Marxism, capitalism, socialism, Africentrism, nationalism, etc.

5. Indigenous and Aboriginal

6. Internalized Oppression

7. Intersectionality and Diversity

8. Power

9. Privilege and Notions of Supremacy

10. Propaganda, Indoctrination, Dogmatism, Demagoguery

11. Reflexivity

12. Spirituality

13. Sustainability

14. Transformation

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15. Well-being, Trauma, Pathology

Many readings below can be found in the Course Library: https://www.dropbox.com/sh/fia9kg5till7dsr/AACU2hkCgcybPSWG5A7hMfD7a?dl=0

Levine, B (2009). Liberation Psychology for the U.S.:Are we too demoralized to protest? Z Magazine. (he also wrote a more

hopeful article: ”Toward a Lib. Psy”)

Please Read the items in red below by the 2nd class meeting.

I suggest you read them in the order shown:

< hooks, b. (2010). Teaching critical thinking. NY: Routledge. Pages 7—28; 55—58; 37—47.

< Freire, P. (1974). Education for a Critical Consciousness. NY: Continuum. Pages 146-151.

< Postman N., & Weingartner, C. (1969). Teaching as a subversive activity. Chapter on

the “Inquiry Method.” NY: Delta Books. Pages 9—15; 25—38.

< Keane (Ed). -The Learning Circle in Culture Change.pdf

Are some topics missing or underrepresented?

1. Theory and practice of privilege-reduction, racial supremacy, and disempowerment

2. Economic justice and alternative economic practices

3. Readings with a singular focus on social power

4. Theoretical perspectives on targeting social policy as a liberation strategy

5. Methods for assessing/measuring liberation, privilege, internalized oppression,

critical consciousness, etc.

6. Strategies and Role models for action scholarship

7. Intervening in our own back yard*: transforming U.S./Western psychology through:

8. Paradigm change: Afuape, T (2012). African and African heritage… contributions to Liberation

Psychology. ICP Conf, Barcelona; Uichol K.(2000). Indigenous, cultural, and cross-cultural psychology: A theoretical, conceptual, and epistemological analysis. Asian Journal of Social Psychology,3, 265–287.

9. Creation of settings: Education for Liberation Network (www.edliberation.org); English language

Lib.Psych. Network (http://libpsy.org)

10. Sufficient diversity in course materials”(silenced voices and ideas)

11. Organization development interventions to strengthen social-justice organizations: Capacity-building, management consultation, transformative leadership development, technical assistance,

program evaluation, wellness and stress management programs, opportunities for scholarship

DRAFT COURSE SCHEDULE

To be discussed...

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Course Schedule Bi-Weekly meetings (see course calendar below)

READINGS

• There are no required readings. However, students can engage with various texts and discuss during reflections.

Potential Shared Reading List:

• Moraga, C. (Ed.). (1981). This bridge called my back: Writings by radical women of color (pp. 35-40). Watertown, MA: Persephone Press.

• Radical Poetry

Rod’s Text Book Suggestions

While we are deciding on the readings we will read from these

1. Montero, M. & Sonn, C.C. (2009) (eds.). Psychology of liberation: Theory and applications. New York, NY: Springer.

2. Mullaly (2010). Challenging Oppression and Confronting Privilege, 2nd Ed. New York: Oxford University Press

3. Nelson, G. and Prilleltensky, I. (2005) (Eds.) Community psychology: in pursuit of liberation and well-being. New York: Palgrave Macmillan.

4. Watkins, M., & Shulman, H. (2008). Toward psychologies of liberation. New York: Palgrave Macmillan.

BIG LIST OF READINGS

From a previous class, ignore instructions

: = Highly Recommended by Rod; 4 = Recommended

PART III— Introduction and Core Ideas: Read the items in red by the 3nd class meeting,

unless we make a decision to do otherwise.

: TEXT1: Mark Burton and Carolyn Kagan. Towards a Really Social Psychology: Liberation

Psychology Beyond Latin America. Pages 51—72. Make note of major and minor core ideas.

: TEXT1: Community-Social Psychology. Pages 32—37.

: Nelson, G. & Prilleltensky, I. (Eds.) Community Psychology: In Pursuit of Liberation and Well-Being. Chapter 2: The project of community psychology: Issues, values and tools for liberation and well-being. This book available for <$5 here.

Lenses on liberation and oppression

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: Mullaly, B. (2010) (2nd ed). Challenging Oppression and Confronting Privilege, NY: Oxford Univ Press. Chap. 1: Theoretical and Conceptual Considerations

: Watts, R. J., Diemer, M. A., & Voight, A. M. (2011). Critical consciousness: Current

status and future directions. New Directions For Child & Adolescent Development, 2011(134), 43-57. doi:10.1002/cd.310

http://search.ebscohost.com.ezproxy.gc.cuny.edu/login.aspx?direct=true&db=a9h&AN=67698119&site=ehost-live

: Freire, P. (1994). Pedagogy of the oppressed. NY: Contiuum. Chap 1.

Colonialism, Slavery, and their aftermath

: Memmi, A. (1965). The colonizer and the colonized. 119-41. : Danieli, Y. (ed.)(1998). International Handbook of Multigenerational Legacies of

Trauma (Springer Series on Stress and Coping). NY: Plenum. Chapter by Cross on the Legacy of Slavery.pdf.

: Riggs, D. & Walker, G. (2006). Queer(y)ing rights: Psychology, liberal individualism

and colonisation. Australian Psychologist, 41(2): 95 – 103 : Moan, G. (2011). Gender and colonialism: A psychological analysis of oppression and

liberation. London: Macmillan. Chap 2: Hierarchical systems: Patriarchy and colonialism.

More Intersections of oppression and diversity

: James Jones (2006). Prejudice and Racism. McGraw Hill. Chapter 1: Understanding prejudice and

racism.

: Harper, G. (2001) A journey towards liberation:

Confronting heterosexism and the oppression of LGBT

people. In G. Nelson & I. Prilleltensky (eds)

Community Psychology: In Pursuit of Liberation and Well-being. London: Macmillan.

: TEXT: Immigration and Identity: The Ongoing Struggles for Liberation. Page 115-130.

4 Colonialism and Culturally-centered psychology Bulhan, p. 69-80.

Psychology, mental health practitioners, and structural violence

: Marsella, A. J. (2006). Psychology, the CIA, and Torture: A Hidden History...No

Longer!. Psyccritiques, 51(30), doi:10.1037/a0003537

http://search.ebscohost.com.ezproxy.gc.cuny.edu/login.aspx?direct=true&db=psyh&AN=2006-09387-

001&site=ehost-live

4 Thomas Szasz (2002). Liberation by Oppression: A Comparative Study of Slavery and Psychiatry. Piscataway, NJ: Transaction Publishers.

PART IV— Liberation and Identity

: Bernstein, M. (2005). Identity Politics. Annual Review of Sociology, 31, 47–74.

http://search.ebscohost.com.ezproxy.gc.cuny.edu/login.aspx?direct=true&db=a9h&AN=17647

377&site=ehost-live

4 Sidanius, J. & Pratto, F. (1999). Social Dominance: An intergroup theory of social hierarchy and oppression. New York: Cambridge Univ. Press.Chap. 2: Social dominance theory—a new synthesis.

: Jones (2006). Culture wars, p. 480—502.

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: Postmes, T., & Smith, L. E. (2009). Why Do the Privileged Resort to Oppression? A Look

at Some Intragroup Factors. Journal Of Social Issues, 65(4), 769-790. doi:10.1111/j.1540-4560.2009.01624.x [NOTE: this article introduces a special journal

issue on the topic of privilege studies] http://search.ebscohost.com.ezproxy.gc.cuny.edu/login.aspx?direct=true&db=a9h&AN=44964783&site=ehost-live

4 Trimble, J. (2007). Prolegomena for the Connotation of Construct Use in the

Measurement of Ethnic and Racial Identity. Journal of Counseling Psychology, 54, No. 3, 247–258

: Sears, A. (2005). Queer Anti-Capitalism: What's Left of Lesbian and Gay Liberation?

Science & Society, 69(1), 92-112. http://search.ebscohost.com.ezproxy.gc.cuny.edu/login.aspx?direct=true&db=a9h&AN=16942

998&site=ehost-live

4 Moan, G. (2011). Chap 1: Women, psychology and society.

4 Karenga, M. (1997,Winter. Kwame Ture in the scales of history `a legacy of lessons.'.

Black Scholar. p. 46. http://search.ebscohost.com.ezproxy.gc.cuny.edu/login.aspx?direct=true&db=a9h&AN=22014

6&site=ehost-live

4 Tajfel, H., & Turner, J. (2004). The Social Identity Theory of Intergroup Behavior.

In: Political psychology: Key readings. J.T. Jost & J. Sidanius (Eds.). New York, NY, US: Psychology Press. pp. 276-293.

PART V —Liberation at the Individual and Microsystems Level

: Mullaly (2010). Chap 3: Oppression at the personal level.

: Martín-Baró, I. (1994). Writings for a liberation psychology. (A. Aron & S. Corn, eds.). Chap 12: The lazy Latino: The ideological nature of Lain American fatalism.

4 Watts, R. J., & Flanagan, C. (2007). Pushing the envelope on youth civic engagement: A

developmental and liberation psychology perspective. Journal Of Community Psychology, 35(6), 779-792. http://search.ebscohost.com.ezproxy.gc.cuny.edu/login.aspx?direct=true&db=a9h&AN=25786

710&site=ehost-live

4 Helene Shulman Lorenz and Mary Watkins (2000, Aug). Intrapsychic and clinical perspectives: Depth Psychology and Colonialism: Individuation, Seeing Through, and Liberation. Delivered at The International Symposium of Archetypal Psychology, Psychology at the Threshold. Pacifica Graduate Institute, UC Santa Barbara.

: Alschuler, L. (2006). The psychopolitics of liberation: Political consciousness from a Jungian perspective. Chap. 1 The political development of the person: Conscientization, pages 17—22; Chap 4: Liberated consciousness and the tension of

opposites, p. 63—80.

4 Deutsch, M. (2011). A framework for thinking about oppression and its change. In P. T.

Coleman (Ed.) , Conflict, interdependence, and justice: The intellectual legacy of Morton Deutsch (pp. 193-226). NY: Springer Science + Business Media. http://search.ebscohost.com.ezproxy.gc.cuny.edu/login.aspx?direct=true&db=psyh&AN=2011

-23784-009&site=ehost-live

o Transformational Leadership

o The psychology and personality of revolutionaries

PART VI — More of interest from the sciences and the humanities

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Evolutionary Psychology

4 de Waal, F. (2005). How animals do business. Scientific American, 73-79. 4 M.Christen & H. Glock (in press). The (limited) Space for Justice in Social Animals

(pre-pub final manuscript).

: S. Brosnan & F. de Waal (in press). Fairness in animals: Where to from here? (pre-pub

final final manuscript).

: Bales, K. (2002). The social psychology of Modern Slavery. Scientific American, 286(4), 80. (PDF)

: Ethics: Social change organizations: Interventions for organization and coalition

development (TBD)

4 Ollman, B. (1998). Why Dialectics? Why Now?. Science & Society, 62(3), 338. http://search.ebscohost.com.ezproxy.gc.cuny.edu/login.aspx?direct=true&db=a9h&AN=11934

08&site=ehost-live

PART VII — Resistance, Empowerment and Agency

4 Bryant, JH (2014).How the Poor Can Save Capitalism: Rebuilding the Path to the Middle Class. San Francisco: Berrett-Koehler.

4 by John Hope Bryant 4 TEXT: Methods for liberation: Critical consciousness in action (p. 73–92). 4 Beaumont, E. (2010). Political agency and empowerment: Pathways for developing a sense

of political efficacy in young adults. In L. Sherrod, J. Torney-Purta & C. A. Flanagan

(Eds.), Handbook of research on civic engagement in youth (pp. 525-558). Hoboken, NJ: John Wiley & Sons

4 D’Augelli, A. R. (2006). Coming out, visibility, and creating change: Empowering

lesbian, gay and bisexual people in a rural university community. American Journal of Community Psychology, 37, 203-210.

4 Ginwright, S., & James, T. (2002). From assets to agents of change: Social justice,

organizing, and youth development. In B. Kirshner, J. L. O'Donoghue, & M. McLaughlin

(Eds.), Youth participation: Improving institutions and communities. New Directions for Youth Development, 2002(96), 27–46. doi:10.1002/yd.25

: Mediratta, K., Shah, S., & McAlister, S. (2009). Community Organizing for Stronger

Schools: Strategies and successes. Harvard Education Press. Chap. 3 Transforming

schools; Chapter 4 59—84; Moving toward equity 85—110.

4 Peterson, N. A., Hamme, C. L., & Speer, P. W. (2002). Cognitive empowerment of African

Americans and Caucasians: Differences in understandings of power, political

functioning, and shaping ideology. Journal of Black Studies, 32(3), 332–347. doi:10.1177/002193470203200304

4 Lichbach, M. (1996).The Rebel’s dilemma. Univ Michigan Press.

http://books.google.com/books?id=CWJIl5A5NOMC&source=gbs_ViewAPI

PART VIII — Transformative, Integrative, and Spiritual Perspectives

: Raúl Quinoñes Rosado (2007). Consciousness in Action, toward an integral psychology of Liberation and Transformation. See also: www.c-integral.org.

: Block, P. (2008). Community: The structure of belonging. San Francisco, CA US: Berrett-Koehler Publishers. Chap. 1-3.

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4 Framing Deep Change: Essays on transformative change. Center for Transformational

Change http://issuu.com/xsochange/docs/framingdeepchange

4 Martín-Baró, I. (1994). Writings for a liberation psychology. (A. Aron & S. Corn, eds.). Chap 2: Religion as an Instrument of psychological warfare.

4 Maton, K. (2000). Making a difference: The social ecology of social transformation. American Journal of Community Psychology, 28, p.25-58.

PART IX — Liberation (action) Research and Methodology

PAR Theory Readings for Assignment #2

: sStringer, E. (2007)(3rd Ed). Action Research. Sage Publications. Chap. 9: Understanding Action Research. Pages 187-215.

: sTEXTBOOK: Montero, M./Methods for Liberation: Critical Consciousness in Action. Pg

73-92.

: sFetterman, D. & Wandersman, A. (2005) (eds). Empowerment Evaluation: Principles in practice. Chap. 2: Principles of EE; Chap 3: Assessing levels of commitment. Pages 27—41/42—72.

• Popular epidemiology (environmental racism/justice): o Maybe: San Sebastián, M., & Hurtig, A. K. (2005). Oil development and health in the

Amazon basin of Ecuador: the popular epidemiology process. Social science & medicine, 60(4), 799-807.

o Brown, P. (2000). Popular Epidemiology and Toxic Waste Contamination.Illness and the environment: A reader in contested medicine, 364.

Other Methodology Readings

: TEXT: Gendering Peace and Liberation: A Participatory-Action Approach to Critical

Consciousness Acquisition Among Women in a Marginalized Neighborhood, p. 227

: Daiute,C. (in press). Living History by Youth in Post-war Situations. In K. Hanson and

O. Nieuwenhuys (Eds.) Living Rights: Theorizing Children’s Rights in International Development. Cambridge, UK: Cambridge University Press.

: Liberation Ethics (class handouts).

: Decolonizing methodologies/literature, o Tuhiwai Smith o Chela Sandoval. (2000). Methodology of the Oppressed (Vol. 18). U of Minnesota Press.

: Linda Tuhiwai Smith (1999). Decolonizing Methodologies: Research and Indigenous Peoples. NY: Zed Books.

4 Sandoval, C. (2000). Methodology of the Oppressed. Univ of Minnesota Press.

4 Campbell, C., & MacPhail, C. (2002). Peer education, gender and the development of

critical consciousness Participatory HIV prevention by South African youth. Social Science and Medicine, 55(2), 331–345. doi:10.1016/S0277-9536(01)00289-1

4 Martín-Baró, I. (1994). Chap. 3: De-Ideologizing Reality, p. 169-172.

4 Corning, A. F., & Myers, D. J. (2002). Individual orientation toward engagement in

social action. Political Psychology, 23(4), 703–729. doi:10.1111/0162-895X.00304

PART X — Policies and Practices for Liberation psychology

More specific things I’m interested in for organizing (in case anyone else is interested):

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• See what Street par’s all about • Street theatre (invisible theatre /theatre of the oppressed)

o Boal, Augusto (1993). Theater of the Oppressed. New York: Theatre Communications Group

o Boal, Augusto (1974).Técnicas latinoamericanas de teatro popular. Buenos Aires: Ediciones corregidor. p. 111.

o Green, S. L. (2001). Boal and beyond: Strategies for creating community dialogue. Theater, 31(3), 47-61.

: Goodman, L., Litwin, A., et al. (2007). Applying Feminist Theory to Community

Practice: A multilevel empowerment intervention for low-income women with depression.

In E. Aldarando (Ed.) Promoting social justice through mental health practice. Florence Kentucky: Lawrence Erlbaum Assoc. pp 265-90. (PDF)

: Narrative Therapy (Freedman & Combs).

4 TEXT: Liberation Psychology on the Street: Working with Youngsters Who have Lived on

the Streets of Caracas, p. 237.

4 Darder, A. (2002). Reinventing Paulo Freire; A pedagogy of love. Chapter 3: Teaching

as a act of Love: The classroom and critical praxis. P. 91—148.

: A.Boal, and/or Rohd`s Theater for community conflict and dialog.

Trauma, Healing, and Intervention

• Healing o Including Stuff About Other POC’s Experiences in Academia?

: TEXT: Psychological Accompaniment: Construction of Cultures of Peace Among a Community

Affected by War, p. 221.

4 Williams, J., & Lykes, M. (2003). Bridging Theory and Practice: Using Reflexive Cycles in

Feminist Participatory Action Research. Feminism & Psychology, 13(3), 287-294. doi:10.1177/0959353503013003002

4 Watts, R. J., Griffith, D. M., & Abdul-Adil, J. (1999). Sociopolitical development as an

antidote for oppression—theory and action. American Journal of Community Psychology, 27(2),

255–271. doi:10.1023/A:1022839818873

http://search.ebscohost.com.ezproxy.gc.cuny.edu/login.aspx?direct=true&db=a9h&AN=2175942&site=e

host-live

: Carlson, E. D., Engbretson, J., & Chamberlain, R. M. (2006). Photovoice as a social process of

critical consciousness . Qualitative Health Research, 16(6), 836–852. doi:10.1177/1049732306287525

http://search.ebscohost.com.ezproxy.gc.cuny.edu/login.aspx?direct=true&db=psyh&AN=2004-18392-

002&site=ehost-live

Aldarondo, E. (Ed)(2007). Advancing Social Justice Through Clinical

Practice. Routledge. Sample chapters:

10. W.J. Doherty, J. Carroll, Family-Centered Community Building: The Families and Democracy

Project

11. R. Rojano, The Practice of Community Family Therapy

12. L.A. Goodman, A. Bohlig, S.R. Weintraub, A. Green, J. Walker, Applying Feminist Theory to

Community Practice: A Multi

Level Empowerment Intervention for Low-Income Women With Depression

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13. J. Perilla, E. Lavizzo, G. Ibanez, Towards a Community Psychology of Liberation

Social Policy

--More info in Course Library

4 Prilleltensky, I. & Nelson, G. (2002). Doing Psychology Critically: Making a Difference in Diverse Settings. NY: Macmillan. Chap.13: Psychologists and the object of social change: Transforming social policy. P 167-176.Foner, N., & Alba, R. (2010). Immigration and the Legacies of the Past: The Impact of Slavery and the Holocaust on Contemporary Immigrants in the United States and Western Europe. Comparative Studies In Society & History, 52(4), 798-819. doi:10.1017/S0010417510000447

4 APA Resolution on Poverty and Mental Hlth.pdf

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Course Requirements and Assignments

Grading Rubric Communal Grading. Students provide each other with qualitative communal feedback either written or spoken that involves critical and productive feedback.

Field trips will be developed collectively. They will either be during the assigned time of the course or on another day or weekend. We will discuss and plan these trips on September 8th.

The original student document, in one piece

Alternative Course Syllabus for

Liberation Social and Community Psychology

Cory, Sonia, Whitney Deshonay, Tellisia Course Overview

This survey course draws from multiple disciplines and emancipatory perspectives with an emphasis on non-traditional approaches to pedagogy. There exists a long history in the areas of social science and in psychology of academic violence - research practices based in racism, theories used to influence harmful social policy, testing on disenfranchised communities and the systematic exclusion of people of color, women, LGBTQ, and others from academic conversations, spheres, and job positions. This course looks to practice something wholly different, working not only to reclaim a community psychology in a theoretical sense, but also to imagine and practice - in the class, through readings, in scholarly relationships - a psychology that works to liberate, de-colonize, and create change for communities and for those scholars that have been historically excluded and whose knowledge has been devalued. Therefore, this course will ask participants to think critically, act critically, and come prepared with a project that pushes forward theories and practices of community psychology. Ultimately, the aims of this course are to break apart from the Europeanized version of learning (i.e., institutionalized in classrooms, academic essays/papers) by rejecting the “traditional”, and to discuss, analyze, and explore the importance of local community knowledge, research and actions for social cultural justice and equality across a range of activism projects. OBJECTIVES

The purpose of the course is to engage in a pedagogical praxis of de-colonization. This requires the course’s participants to imagine and implement alternative strategies for recognizing wisdom produced by non-academics, as well as developing alternative strategies for seeking and creating knowledge. This includes but is not limited to: Academic/Project Support: Time and space to offer critical feedback and support one another, to workshop research/community ideas/actions. Students should be prepared to share their projects with peers, being able to speak to theoretical questions, practical concerns, relationship to application/movement building/critical praxis, etc. Skills Building and Navigating the PhD: To gain insight on grant writing to raise funds for community specific projects, skill based learning (i.e., non traditional focus groups, or how to interrupt

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oppression/violence we encounter in our work), potential consulting positions, and strategies for utilizing your PhD outside the academy (i.e., community organizing). Healing and Community Support: to share testimonies/struggles/victories encountered on the journey towards, during, and beyond the PhD, to laugh and to play with peers, to have a safe space to envision a new type of critical scholarship, healthy academic lives, and heal from experiences around the occupying marginalized identities within the academy. Learning Across Community Spaces/Activism Projects: To break out of the confines of a traditional academic setting. To avoid/escape the Graduate Center and classroom, to engage in learning across community projects, through workshop discussions, artifacts and video sharing, site/community specific field trips and course gatherings/trips to culturally relevant museums and community events. READINGS

There are no required readings. However, students can engage with various texts and discuss during reflections.

Potential Shared Reading List:

• Moraga, C. (Ed.). (1981). This bridge called my back: Writings by radical women of color (pp. 35-40). Watertown, MA: Persephone Press.

• Decolonizing methodologies/literature, o Tuhiwai Smith o Chela Sandoval. (2000). Methodology of the Oppressed (Vol. 18). U of Minnesota Press.

• Radical Poetry • Healing

o Including Stuff About Other POC’s Experiences in Academia? More specific things I’m interested in for organizing (in case anyone else is interested):

• See what Street par’s all about • Street theatre (invisible theatre /theatre of the oppressed)

o Boal, Augusto (1993). Theater of the Oppressed. New York: Theatre Communications Group o Boal, Augusto (1974).Técnicas latinoamericanas de teatro popular. Buenos Aires: Ediciones

corregidor. p. 111. o Green, S. L. (2001). Boal and beyond: Strategies for creating community dialogue. Theater,

31(3), 47-61. • Popular epidemiology (environmental racism/justice):

o Maybe: San Sebastián, M., & Hurtig, A. K. (2005). Oil development and health in the Amazon basin of Ecuador: the popular epidemiology process. Social science & medicine, 60(4), 799-807.

o Brown, P. (2000). Popular Epidemiology and Toxic Waste Contamination.Illness and the environment: A reader in contested medicine, 364.