How do physics concepts harm and heal?

Many college students experience typical ways of teaching physics as perpetuating harm to them as knowers. In particular, the 'Shut up and calculate!' attitude inflicted during the development of quantum mechanics impacts present-day physics undergraduates, who describe its effects as both pervasive and detrimental. We draw on Black feminist epistemology to articulate a potential corrective to this intergenerational harm: visionary spaces, which make space for healing from trauma while scaffolding students' reclamation of concepts from the physics canon. We describe a classroom-tested approach to university physics teaching in which learners co-construct both a "community agreement" that guides their interactions and a "physics agreement" through which they build the theory of relativity, stepwise, as if they were creating it themselves. The community agreement, physics agreement, and disciplinary content interact to produce a learning environment that builds learner agency, creativity, empathy, and ownership of the material; leverages the strengths of neurodivergent students; and begins to redress social power imbalances. In this space, students generate original physics questions and learn practices of theory-building, which are rarely experienced in physics instruction.