Notions of place-making assume that individuals and groups of people have legitimate 'rights to the city.' This paper unsettles these notions to incorporate the politically and legally tenuous relationships African-American and Immigrant youth have to their cities. We describe a community-based digital STEAM curriculum called Mobile City Science that invited youth to engage in place-making efforts using mobile and location-aware technologies. The design study relied on a contradiction that is fundamental to youth place-making in an era of white nationalism: for African-American and Immigrant youth to engage power structures in community development processes, they had to engage in a series of "dis-placements" that removed them from embodied experiences and in-location perceptions of their communities. "Self-censoring," "witnessing," "historicizing," and "re-veiwing" were all examples of dis-placements youth enacted to speak truth to power with digital and mobile tools.