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AbstractThis qualitative study examines the development of intersectional solidarity among organizers of an academic workers' union. Participants were 12 union organizers who participated in semistructured, in‐depth interviews. This research is value‐driven, examining in context how community organizers address the reproduction of systems of oppression (e.g., racism, sexism) in order to build power and make socially just change. Respectful and supportive relationships were required for participants to understand and make sense of their complicity in systems of oppression in proactive and potentially transformative ways. Additionally, individuals' understanding of their complicity with oppressive structures occurred in a visceral, embodied manner. Thus, two overlapping practices, supportive relational labor and corporeal literacy, form the basis of a praxis model for intersectional solidarity. This study concludes with implications for organizing practices and organizations, which focus on accountability practices and praxis among group members.

We examine the civic engagement processes and practices among Viva Live Oak! photovoice project participants residing in an unincorporated area with limited local democratic representation and institutional resources. Eight individual interviews and thirty‐one group photovoice meetings were conducted, audio recorded, transcribed, and analyzed. We describe how social structures of unincorporation shaped community life, and how this unique context informed participants' civic engagement. We argue for a conceptualization of civic engagement that centers a social connection model of community responsibility, to make legible the social, relational, and civic actions of unincorporated area residents.

Participatory action research (PAR) is an epistemology where community members and researchers collaborate to (a) determine the problem to be researched, (b) collect data, (c) analyze data, (d) come to a conclusion, (e) determine an intervention, (f) implement the intervention, and (g) evaluate the intervention (Fals Borda, 1987). We refer to PAR as an epistemology rather than as a method because most PAR theorists view it as a way for those typically situated outside of science to insert their lived experiences and perspectives into the process of knowledge construction (Fals Borda, 1987). Specifically, PAR allows for the democratization of knowledge production by engaging multiple constituents. Through this PAR process, problem definitions shift, thus posing meaningful implications for community-based interventions and social action that focuses on addressing community members' needs. Indeed, some argue that PAR is an epistemology that is intimately connected to empowerment and social change (Fals Borda, 1987). We begin our chapter by discussing the two methods within the PAR process, specifically, how photovoice and house meetings work as tools toward social action and empowerment. We highlight some of the relevant literature where these tools have been used. For each method we discuss the steps involved in the process, as well as the benefits and challenges of each. Next, we provide reflections from two of our participant-researchers, who are also coauthors. We end the chapter with implications for community-based PAR and consider how photovoice and house meetings work as tools toward critical consciousness, empowerment, and social action.