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The visualization juxtaposes two graphic artifacts to either side, both detailing the realities of living by toxic spaces. The caption prompts us to think about the entanglements of place, in that the webs of government, communities, people and things that often interlink in various ways, equally demands scrutiny and reinforcement. The visual and caption brings up questions of responsibility, asking when is it that the lived realities of toxicity become real concerns for the "wider" community? 

If the resolution of the image was higher, that would have helped the viewer. I was keen on looking at the poster and letter but wasn't able to. The caption, could perhaps, detail the contents of the letter and poster more. 

The visualization/caption engage with the notion that when dealing with toxicity in a given place, responsibility often falls to the women and children who also tend to be affected the most. As "citizen scientists," they are encouraged to conduct the research deemed necessary to address the toxicity. The author poses questions regarding professionalization, neglectful practices of land management, and responsibilization of citizens in the midst of slow violence.

It would be helpful if the author more directly speaks to toxicity of place and how it fits within their argument and how the visualization specifically addresses it. Presently, it is difficult to decipher much from the visualization and how it's a representation of toxicity of place. It would also help if there is a brief description of what fire landfills are, and how they are physically and socially toxic, as well as where they tend to be located (a bit more context).

An image created from found materials by the author, including a poster by a child and a letter to the students regarding the landfill. The notable aesthetic is involved in the contrast between the child's honest and earnest depiction of the landfill and the more stringent and formal letter to the parents. Each attempt to grasp a sense of the landfill and generate/share information, but the child's poster seems more revelatory whereas the letter is more closed-off and seems to conceal as much as it reveals.

It is presently rather difficult to read much of the text on the child's poster. Perhaps there is a way to sharpen and/or zoom in on the image so as to enable viewers to get a full sense of how the narratives of fire landfill hazards are being conveyed by various parties. It may also be advisable to block out the child's name so as to protect their identity/ensure anonymity if their parents so wish.

The image conveys the fact that when it comes to toxicity and governance, citizens are often responsibilized for catestrophic and dangerous situations, whether as part of slow or sudden violence. Toxicity also appears to enable social ties between groups of people, whether between the school and the U.S. Army, or the child and the Just Moms group. Each are attempting in their own ways to address the toxicity of place, but ultimately the majority of the responsibility falls on the people with the least power and resources.

This image and its caption illustrate “citizen science” that, in this particular case, is enacted by a group of women and their families, who must bear not only the consequences of toxic materials in their bodies and surroundings but also the labor of making toxicity knowable and visible. Visually, the image brings attention to local kids’ engagement with the health and environmental issues produced by the landfill in their communities, alongside "adult" political maneuvers.

I would delve into the involvement of kids and youth in the environmental activisms investigated by the author.I would also unpack and perhaps connect with the previous point the "just moms" titled of the group. I would also unfold the last paragraph – which seems to condense other experiences of environmental harm and significant conceptual ideas.  What about the title? Fire landfill

This is a combined image: a poster and a letter put together by the author. While it is powerful to have the letter and the poster next to each other, since they evoke different audiences, levels of complexity, scales, and even sensorial attention, none of them is “readable.” The composition also emphasizes the poster and, if inadvertently, pushes the letter to the background.