Lindsay Smith

This research article is a collaborative set of reflections and provocations stemming from the National Science Foundation (NSF) funded workshop on STS as a Critical Pedagogy, hosted online during the summer of 2021 by Shannon N. Conley and Emily York at James Madison University. The workshop occurred over four separate sessions, bringing together forty participants (including six undergraduate students who contributed as both facilitators and research assistants). Participants self-organized into panels, leading the workshop collective to engage a host of questions, challenges, methods, and practices related to STS and critical pedagogy. Questions included the following. What characterizes critical STS pedagogies? How are critical STS pedagogies enabled and constrained by our institutional and disciplinary locations? What makes STS pedagogies travel? How might we imagine STS pedagogies otherwise? How do our pedagogies shape our research and engagement in the world? How might we critically interrogate the boundaries between research, teaching, service, and engagement, and what becomes visible when we do so?

Context: Participatory arts-based methods such as photovoice, drama and music have increasingly been used to engage young people who are exposed to psychosocial risks. These methods have the potential to empower youth and provide them with an accessible and welcoming environment to express and manage difficult feelings and experiences. These effects are, however, dependent on the way these methods are implemented and how potential ethical concerns are handled. Objective: Using the current literature on arts-based health research as a foundation, this paper examines ethical issues emerging from participatory arts methods with young people with traumatic experiences. Results: We present a typology covering relevant issues such as power, accessibility, communication, trust and ownership, across the domains of partnership working, project entry, participation and dissemination. Drawing on our extensive clinical and research experiences, existing research and novel in-practice examples, we offer guidance for ethical dilemmas that might arise at different phases of research. Conclusion: Adequate anticipation and consideration of ethical issues, together with the involvement of young people, will help ensure that arts methods are implemented in research and practice with young people in a fair, meaningful and empowering way. Patient or Public Contribution: The issues reviewed are largely based on the authors' experience conducting participatory research. Each of the projects referenced has its own systems for PPI including, variously, consultations with advisory groups, coproduction, youth ambassadors and mentor schemes. One of the coauthors, Josita Kavitha Thirumalai, is a young person trained in peer support and has provided extensive input across all stages.

"Who knows how much longer it will be, but others have crossed over to the US, and have found a job, and have even sent for their families. I am not the only one crossing, I am number 57 out of 72, but we do not walk together, all 72—that would call too much attention to us. We walk at a good pace, each one with their thoughts, we walk from sun to sun without stopping almost; others have done it." These are the words of renowned writer Elena Poniatowska on 72migrantes.com, a virtual altar honoring the 72 migrants massacred in a ranch in San Fernando, a municipality in the border state of Tamaulipas, Mexico, in August 2010. Attempting to recreate the thoughts of unidentified victim number 57 on his trek towards the...