CURRICULUM SUPPORT.
CREATING SAFE SPACES IN THE CREATIVE HIGHER EDUCATION.
The creation of safe spaces in higher education can foster a healthy and supportive teaching and learning experience for both staff and students. Each person is different and may engage with safe spaces differently. Through creating safe spaces within Shades of Noir platforms, there are things that we have had to consider, how does a staff member, course team and or institution respond to the following:
• Students or staff being upset (for a variety of reasons)
• Controversial and or opposing items or topics
• Staff or students needing more information or have questions about a particular topic, discussion or perspective anonymously
• Lack of visible engagement from students or staff practicing self censorship
• Visible minority isolation
The types of items to consider when creating safe spaces are listed in the following table:
Items to consider Description
Inclusive language Research current and developing terms with regards to identity and intersectional identities. Illustrate this understanding through all forms of communication and at all levels. Engage with diverse organisations and community representative of all ages to contribute.
Cultural value
Recognise power, privilege and disparity of experience both internal and external to higher education and industry sectors. Highlight examples of good practice and processes that respond to social justice, illustrate examples of diverse leadership and activities that level the playing field.
Create opportunity Generate prospects for participants to contribute pre, during and post event session virtually and in person. Share external events, jobs and organisations openly for all.
Build trust
Share diverse narratives, select diverse presentations, activities pre, during and post event or session.
Seek expertise Collaborate with community specialists and practitioners, where possible gain training yourself around mental health and well being, cultural competence, diverse critical theories, and pedagogies of social justice and find a way to share the experts pre, during and post event or session.
Reduce hierarchy Foster spaces for all to contribute staff, students, alumni, industry both in person and virtually. Make visible spaces for students and alumni to articulate for themselves, to help others and share practices for positive change.
References:
Barrett, B. J. (2010). Is” Safety” Dangerous? A Critical Examination of the Classroom as Safe Space. Canadian Journal for the Scholarship of Teaching and Learning, 1(1), 9
Fine, M. (2004). Witnessing whiteness/gathering intelligence. Off white: Readings on power, privilege, and resistance, 245-256.
Kolb, A. Y., & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of management learning & education, 4(2), 193-212.
Leonardo, Z., & Porter, R. K. (2010). Pedagogy of fear: Toward a Fanonian theory of ‘safety’ in race dialogue. Race Ethnicity and Education, 13(2), 139-157.
Nasir, N. I. S., & Al-Amin, J. (2006). Creating identity-safe spaces on college campuses for Muslim students. Change: The magazine of higher learning, 38(2), 22-27.
Poynter, K. J., & Tubbs, N. J. (2008). Safe zones: Creating LGBT safe space ally programs. Journal of LGBT Youth, 5(1), 121-132.
Whitchurch, C. (2008). Shifting identities and blurring boundaries: The emergence of third space professionals in UK higher education. Higher Education Quarterly, 62(4), 377-396.
