Abstract
This article explores the practice of community-based projects emerging from Los Angeles, specifically Watts. We argue for activist-led scholarship rooted in “restorative histories” to shift the power relationship back into the hands of BIPOC communities. In this essay, we join the existing rich dialogue about public history and the community to share our pedagogical framework for educators interested in utilizing collaborative projects, such as a teach-in, to strengthen community partnerships that have historically been damaged by academics and practitioners who have exploited their relationships with, and the cultural wealth of, BIPOC communities.
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