From Security to Safe Spaces: Transformation of the Safety Sense and Authenticity in the Post-2008

2019 ◽  
Vol 35 ◽  
pp. 137-175
Author(s):  
Taekyoung Ko
Keyword(s):  
Safe Spaces

Safe Spaces: Gay-Straight Alliances in High School

2016 ◽  
Author(s):  
Tina Fetner ◽  
Athena Elafros ◽  
Sandra Bortolin ◽  
Coralee Drechsler
Keyword(s):  
United States ◽  
High School ◽  
Young Adults ◽  
High Schools ◽  
Social Context ◽  
Qualitative Interviews ◽  
Safe Space ◽  
Safe Spaces ◽  
Complex Concept ◽  
The People

In activists' circles as in sociology, the concept "safe space" has beenapplied to all sorts of programs, organizations, and practices. However,few studies have specified clearly what safe spaces are and how theysupport the people who occupy them. In this paper, we examine one sociallocation typically understood to be a safe space: gay-straight alliancegroups in high schools. Using qualitative interviews with young adults inthe United States and Canada who have participated in gay-straightalliances, we examine the experiences of safe spaces in these groups. Weunpack this complex concept to consider some of the dimensions along whichsafe spaces might vary. Participants identified several types of safespace, and from their observations we derive three inter-related dimensionsof safe space: social context, membership and activity.

An Environmental Scan of Indigenous Cultural Safety in Canadian Baccalaureate Nursing and Midwifery Programs

2021 ◽  
pp. 084456212110161
Author(s):  
Nicholas Metheny ◽  
Claire Dion Fletcher
Keyword(s):  
Baccalaureate Nursing ◽  
Ways Of Knowing ◽  
Truth And Reconciliation Commission ◽  
Cultural Safety ◽  
Indigenous Students ◽  
Safe Spaces ◽  
Environmental Scan ◽  
Truth And Reconciliation ◽  
Substantial Progress ◽  
Cultural Competency Education

Background The Truth and Reconciliation Commission (TRC) TRC has called to increase the number of Indigenous practitioners and include cultural competency education in their curricula. However, it remains unknown how nursing and midwifery programs are progressing towards these goals. Purpose To examine the extent to which baccalaureate nursing and midwifery programs are creating culturally safe spaces for Indigenous students, responding to TRC-recommended curricular changes, and including Indigenous content. Methods A digital environmental scan of accredited baccalaureate nursing and midwifery programs in Canada was conducted. Analysis was conducted using descriptive statistics. Results Of the 107 programs, less than one-fifth (n = 19, 17.8%) met all three cultural safety criteria. More than half (n = 59, 55.1%) included culturally safe spaces for Indigenous students, 20 (18.7%) satisfied TRC call #24 to require Indigenous-relevant coursework, and one-third (n = 36, 33.6%) were seen as infusing their curricula with Indigenous-related content. Conclusions This represents the first attempt to systematically catalog nursing and midwifery programs’ response to the TRC Calls to Action. Most schools have not made substantial progress towards cultural safety. Nursing and midwifery programs should commit to expanding their cultural safety programming to incorporate multiple ways of knowing and being in their curricula.

scholarly journals Defensible Spaces

Encyclopedia ◽  
2021 ◽  
Vol 1 (2) ◽  
pp. 314-323
Author(s):  
Yasmin Moanis ◽  
Fatmaelzahraa Hussein
Keyword(s):  
Quality Of Life ◽  
Well Being ◽  
Residential Area ◽  
Fourth Generation ◽  
Defensible Space ◽  
Safe Spaces ◽  
Territorial Claim ◽  
Safe Environments

Defensible space is the concept of creating spaces that include a series of architectural guidelines that are used when designing a new urban residential area to promote both the territorial claim of the residential groups to their surroundings and their ability to conduct natural surveillance of their spaces. Constructing safe environments with safe vocabularies for enhancing well-being is crucial for achieving quality of life in both peace and wartime. Warzone countries that suffer from many changes due to the effect of war (or fourth-generation wars) should be prepared to face those changes with safe spaces as well.

scholarly journals Co-creating visual representations of safe spaces with mental health service users using photovoice and zoom

2021 ◽  
pp. 100059
Author(s):  
Julie Dare ◽  
Helen Seiver ◽  
Lesley Andrew ◽  
David Coall ◽  
Shantha Karthigesu ◽  
...  
Keyword(s):  
Mental Health ◽  
Mental Health Service ◽  
Health Service ◽  
Visual Representations ◽  
Service Users ◽  
Safe Spaces

Reconceptualizing Classroom Management in the Ensemble: Considering Culture, Communication, and Community

2021 ◽  
Vol 107 (4) ◽  
pp. 21-27
Author(s):  
Lisa D. Martin
Keyword(s):  
Learning Environment ◽  
Classroom Management ◽  
Classroom Environment ◽  
Culturally Responsive ◽  
Power Structures ◽  
Safe Spaces ◽  
Culturally Embedded

Classroom management is commonly understood as the structures and procedures that establish and reinforce a productive learning environment. However, traditional conceptualizations of classroom management are rife with culturally embedded norms, assumptions, power structures, and other roadblocks to a healthy classroom environment for all students. While certain routines can help set the stage for learning, teachers must critically examine such routines and expectations to establish a classroom environment that supports learners’ varying needs and backgrounds. This article unpacks several challenges with classroom management and offers offer a culturally responsive approach that supports community over compliance, moving toward democracy, mutual regard, and safe spaces.

scholarly journals Safe Space, Dangerous Territory: Young People’s Views on Preventing Radicalization through Education—Perspectives for Pre-Service Teacher Education

2021 ◽  
Vol 11 (5) ◽  
pp. 205
Author(s):  
Saija Benjamin ◽  
Visajaani Salonen ◽  
Liam Gearon ◽  
Pia Koirikivi ◽  
Arniika Kuusisto
Keyword(s):  
Teacher Education ◽  
Online Survey ◽  
Educational Institutions ◽  
Growing Up ◽  
Safe Spaces ◽  
Violent Extremism ◽  
International Setting ◽  
Pre Service Teacher ◽  
And Training

Initiatives for preventing radicalization and violent extremism through education (PVE-E) have become a feature of global educational policy and educational institutions across all phases, from early childhood to universities, also in Finland. If schools may be regarded as safe spaces here for identity and worldview construction and experiences of belonging, the specific subject matter of PVE-E is also dangerous territory. Not least because of PVE-E’s focus on radicalization, but above all because of perceptions of schools being used as an adjunct of governmental counter-terrorism policy. We argue that understanding young people’s views on issues related to radicalization and violent extremism is critical in order to develop ethical, sustainable, contextualized, and pedagogical approaches to prevent hostilities and foster peaceful co-existence. After providing some critical framing of the Finnish educational context in a broader international setting, we thus examine young people’s views (n = 3617) in relation to the safe spaces through online survey data gathered as a part of our larger 4-year research project Growing up radical? The role of educational institutions in guiding young people’s worldview construction. Specifically focused on Finland but with potentially wider international implications, more understanding about the topic of PVE-E is needed to inform teacher education and training, to which our empirical data makes some innovative contribution.

scholarly journals Phoenix Rising: The Evolution of Holyoke’s Collaborative Organizing for Healthy Food Resilience

2018 ◽  
Vol 19 (1_suppl) ◽  
pp. 63S-69S
Author(s):  
Catherine Sands ◽  
Neftali Duran ◽  
Laura Christoph ◽  
Carol Stewart
Keyword(s):  
Low Income ◽  
Food System ◽  
Healthy Food ◽  
Power Sharing ◽  
Racial Equity ◽  
Local Leadership ◽  
Safe Spaces ◽  
Community Power ◽  
Community Representation

In the Holyoke Food & Fitness Policy Council (HFFPC) case study, the challenges of providing equitable multistakeholder organizing are examined. The importance of housing the work in the community, power sharing, and having community representation in the leadership is made clear. The HFFPC partnership began with vigor, encountered challenges of trust, transparency, aligned goals and values; it dissolved, and reformed. Because it began with shared values of strong communities and healthy people, the partnership continues to evolve, build local leadership, change narratives, and articulate the need for racial equity in their food system, while shifting local systems and policies that frame who has access to healthy food and safe spaces to exercise in a low-income Latino community.

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