"Safe Spaces" in Education: Ghettos of Marginalisation and Dominance or Places of Equality and Social Justice?

There are kinds of dialogue that support social justice and others that do the reverse. The kinds of dialogue that support social justice require that anger be bracketed and that hiding in safe spaces be eschewed. All illegitimate ad hominem/ad feminem attacks are ruled out from the get-go. No dialogical contribution can be down-graded on account of the communicator’s gender, race, or religion. As well, this communicative approach unapologetically privileges reason in full view of theories and strategies that might seek to undermine reasoning as just another illegitimate form of power.On the more positive side, it is argued in this paper that social justice dialogue will be enhanced by a kind of “communicative upgrading,” which amplifies “person perception,” foregrounds the impersonal forces within our common social spaces rather than the “baddies” within, and orients the dialogical trajectory toward the future rather than the past. Finally, it is argued in this paper that educators have a pressing responsibility to guide their students through social justice dialogue so that their speech contributes to the amelioration of injustice, rather than rendering the terrain more treacherous.

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IDEAS AND PROJECTS IN THE FIELD OF ARCHITECTURE AND URBANISM FROM THE MATERIALS OF THE CATALAN PERIODICALS OF THE SECOND REPUBLIC

Latin-american Historical Almanac ◽

10.32608/2305-8773-2021-32-1-248-259 ◽

2021 ◽

Vol 32 (1) ◽

pp. 248-259

Author(s):

Nataliya Kuzina ◽

Keyword(s):

Social Justice ◽

Urban Planning ◽

Population Density ◽

High Population ◽

High Population Density ◽

Way Of Life ◽

Second Republic ◽

Safe Spaces ◽

Social Demographic ◽

New Strategies

Catalan architects who were members of the G.A.T.C.P.A.C. associa-tion and the Association of Architects of Catalonia (SAC) were con-cerned about social, demographic and sanitary issues. Specialists were engaged in the development of new strategies in the field of urban planning, the creation of comfortable and safe spaces that solved prob-lems associated with high population density. Catalan architects were engaged in the development of functional projects that could solve a number of fundamental problems, such as the lack of a sufficient num-ber of hospitals, schools, housing, factories, places for leisure, etc. They presented these projects in two magazines Actividad Contempora-nea and Arquitectura i Urbanisme, which are investigated in this article. In them, the architects proposed a new way of life, consonant with the ideas of the Second Republic about equality and social justice.

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The whiteness of ‘safe’ spaces: Developing a conceptual framework to critically examine the well-being of racialized 2SLGBTQ+ people within 2SLGBTQ+ leisure spaces

The Canadian Journal of Human Sexuality ◽

10.3138/cjhs.2021-0016 ◽

2021 ◽

pp. e20210016

Author(s):

Tin D. Vo

Keyword(s):

Social Justice ◽

Conceptual Framework ◽

Minority Stress ◽

Well Being ◽

Social Identities ◽

Critical Examination ◽

Stress Theory ◽

Safe Spaces ◽

Multiple Dimensions ◽

Multi Level

2SLGBTQ+ leisure spaces (e.g., 2SLGBTQ+ community centres and recreation groups) offer opportunities to form identities and augment 2SLGBTQ+ people’s overall well-being. These spaces are considered ‘safe’ for 2SLGBTQ+ people to escape heterosexism, while being able to openly express themselves and develop community. However, these might be sites of discrimination for 2SLGBTQ+ people with other minoritized identities (e.g., racialized people), given the whiteness of these spaces. Racialized 2SLGBTQ+ individuals’ experiences of discrimination, generally and within 2SLGBTQ+ leisure spaces, can threaten their well-being, thus highlighting the value of 2SLGBTQ+ spaces, but how do racialized 2SLGBTQ+ people negotiate these often-problematic spaces? This paper presents a conceptual framework that bridges theories and research across social work and leisure studies. The conceptual framework extends the minority stress theory with theories of intersectionality, whiteness, and resilience using a socioecological lens to interrogate experiences and outcomes along multiple dimensions of social identities created by racism and other oppressive systems (e.g., sexism, cisgenderism, classism, ableism) within queer leisure spaces. This paper also describes how the framework can be implemented as an analytic tool and can facilitate investigations of systems of oppression and resilience within queer leisure spaces from the perspective of racialized 2SLGBTQ+ people through critical examination of power relations, relationality, complexity, social justice, and whiteness. Understanding how discrimination occurs and the multi-level resilience-promoting factors that exist in 2SLGBTQ+ leisure spaces will provide an avenue to address the effects of discrimination and foster racialized 2SLGBTQ+ people’s social well-being and inclusion.

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Restructuring Educational Systems and Promoting Social Justice for Young People Involved in Drug Trafficking in Brazil

Zeitschrift für Psychologie ◽

10.1027/2151-2604/a000366 ◽

2019 ◽

Vol 227 (2) ◽

pp. 139-143 ◽

Cited By ~ 2

Author(s):

Alex Sandro Gomes Pessoa ◽

Linda Liebenberg ◽

Dorothy Bottrell ◽

Silvia Helena Koller

Keyword(s):

Sustainable Development ◽

Social Justice ◽

Young People ◽

Latin American ◽

Drug Trafficking ◽

Sustainable Development Goals ◽

Educational Systems ◽

Economic Changes ◽

2030 Agenda ◽

Development Goals

Abstract. Economic changes in the context of globalization have left adolescents from Latin American contexts with few opportunities to make satisfactory transitions into adulthood. Recent studies indicate that there is a protracted period between the end of schooling and entering into formal working activities. While in this “limbo,” illicit activities, such as drug trafficking may emerge as an alternative for young people to ensure their social participation. This article aims to deepen the understanding of Brazilian youth’s involvement in drug trafficking and its intersection with their schooling, work, and aspirations, connecting with Sustainable Development Goals (SDGs) 4 and 16 as proposed in the 2030 Agenda for Sustainable Development adopted by the United Nations in 2015 .

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