Abstract
ABSTRACTSafe space, used in educational settings as a metaphor, stresses the importance of the classroom being a learning environment characterised by respect and safety. Based on examples from Swedish and Norwegian classroom research, this article problematises and discusses the complexity in the discourse on safe space by asking the critical questions: Being safe from what? – and safe for whom? Related to the concept of safe space are questions about what possibly can make the classroom an unsafe place. In addition to various types of intimidation, harassment and attacks, discussions about certain issues and topics can, for various reasons, be perceived as threatening. The school is part of society, and in an increasingly polarised climate, controversial issues in contemporary society will often be perceived as controversial in classroom practice. In this sense, instead of giving students false promises of being safe in the Religious Education (RE) classroom, the concept ‘classroom of disagreement’ may be a useful metaphor, since it makes it explicitly clear that disagreements exist and are part of life.
Highlights
Based on examples from Swedish and Norwegian classroom research, this article problematises and discusses the complexity in the discourse on safe space by asking the critical questions: Being safe from what? – and safe for whom? Related to the concept of safe space are questions about what possibly can make the classroom an unsafe place
According to Boostrom, the metaphor ‘safe space’ is an obstacle to learning, and he suggests that we look for other, more appropriate metaphors in education such as ‘the classroom as agora’ or ‘the classroom as congress’ (1998, 407)
An interesting issue is whether the classroom is framed as a ‘brave space’ or ‘classroom of disagreement’, where students together with their teacher had developed some basic rules on how to handle and respect different opinions, would have changed something in our two examples and, if so, could this framework and approach contribute to another understanding, and readiness to handle different opinions? As outlined in Signposts (Jackson 2014), safe space means, among other things, the use of appropriate language, condemnation of ‘hate speech’ and respect towards others’ right to hold their positions and that ideas should be challenged
Summary
Based on examples from Swedish and Norwegian classroom research, this article problematises and discusses the complexity in the discourse on safe space by asking the critical questions: Being safe from what? – and safe for whom? Related to the concept of safe space are questions about what possibly can make the classroom an unsafe place. These ground rules are defined as appropriate language, condemnation of ‘hate speech’, only one person speaking at a time, respect for the right for others to hold different positions, ideas to be challenged (not persons), students to be encouraged to give reasons for their arguments and that conversations should be inclusive of all students (Jackson 2014, 56f) Based on these ground rules, Signposts points to the importance of creating a safe space in Religious Education (RE) where students, independent from their religious or non-religious background, can take part in classroom conversations in order to explore different views and perspectives on different topics. They allude to bravery, courage and controversy
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