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Book part
Publication date: 25 October 2021

Kelly Mack, Claudia Rankins, Patrice McDermott and Orlando Taylor

More than 10 years after its founding, the STEM Women of Color Conclave® has emerged as the largest safe brave space in the United States for women faculty of color in the…

Abstract

More than 10 years after its founding, the STEM Women of Color Conclave® has emerged as the largest safe brave space in the United States for women faculty of color in the academic science, technology, engineering, and mathematics (STEM) disciplines. Originally intended to be a national assembly, the Conclave® has evolved into a safe brave space that serves as a refuge for STEM women faculty of color who are regularly taxed with the struggle of having to navigate the unwelcoming, and often hostile, environments of the ivory tower in very unique ways. This chapter narrates how the Conclave's founding members journeyed toward creating and sustaining this safe brave space. The reader is awakened to deeper awareness of and sensitivities for the ways in which safe brave spaces must address both the complexities related to struggle – and liberation from that struggle – for both occupiers and observers of safe brave spaces. However, just as the quantum observer can disturb the system just by observing it and, ultimately, change or even nullify the results, we recognize that merely observing the Conclave® would nullify its intended purpose and, in the end, render it unsafe. Therefore, the reader can anticipate an absence of direct observations, reports of outcomes, or specific accounts of progress related to the occupiers of our safe brave space. Rather, the chapter offers an invitation to the reader to explore the authors' lived experiences as occupiers who designed a safe brave space. We invite the reader, particularly those who are also observers of safe brave spaces, to join us in protecting these valuable spaces.

Book part
Publication date: 25 October 2021

Andrea Bramberger and Kate Winter

This chapter provides foundations of differentiating the sophisticated and various theoretical approaches towards safe spaces demonstrated in this book. For the purpose of framing…

Abstract

This chapter provides foundations of differentiating the sophisticated and various theoretical approaches towards safe spaces demonstrated in this book. For the purpose of framing the examples provided in this collection, we offer three broad ways of thinking about safe spaces: safe learning spaces as separate, counterhegemonic, or third spaces; safe learning spaces of difference, sameness, and intersecting identities; and deliberative and democratic learning spaces. It needs to be noted, however, that these are not mutually exclusive but different aspects to consider and that they each operate within and across, and are therefore influenced by, the five levels of inequity discussed in Chapter 2. That said, not all levels of inequity are necessarily addressed by any given space, regardless of the frame used to interpret it. This discussion respects the multiple paradoxes in education, especially the one of pluralism and sameness, offering approaches to modes and learning settings of inclusion and exclusion and how they create different, yet “safe,” spaces.

Book part
Publication date: 15 December 2016

Rachel Wexelbaum

The author of this chapter will explain how libraries define safe space through policies, procedures, and professional codes of ethics. The chapter will generate a history of the…

Abstract

Purpose

The author of this chapter will explain how libraries define safe space through policies, procedures, and professional codes of ethics. The chapter will generate a history of the concept of libraries as safe space, will explain how libraries attempt to create safe spaces in physical and online environments, and will show how library practices both help and harm patrons in need of safe space.

Methodology/approach

This chapter provides a review of the literature that illustrates how libraries provide safe space – or not – for their patrons. The author will deconstruct the ALA Code of Ethics and Bill of Rights to demonstrate how libraries remain heteronormative institutions that do not recognize the existence of diverse patrons or employees, and how this phenomenon manifests in libraries.

Findings

Libraries, either through their physical construction or through policies and procedures, have become spaces for illegal activities and discrimination. Populations who would be most likely to use libraries often report barriers to access.

Practical implications

Libraries should revisit their policies and procedures, as well as assess their physical and online spaces, to determine whether or not they truly provide safe space for their patrons. While libraries can become safer spaces, they should clearly communicate what types of safety they actually provide.

Originality/value

This chapter offers a critique of libraries as safe spaces, which will challenge popular opinions of libraries, and compel the profession to improve.

Details

The Future of Library Space
Type: Book
ISBN: 978-1-78635-270-5

Keywords

Book part
Publication date: 25 October 2021

Elena Vacchelli

This chapter is based on qualitative data collected in the course of a research project characterized by the use of a range of participatory methods with the purpose of providing…

Abstract

This chapter is based on qualitative data collected in the course of a research project characterized by the use of a range of participatory methods with the purpose of providing a creative space for migrant, refugee and asylum-seeking women discussing familial practices. The ambiguities of the term ‘safe space’ are explored in light of the fact space cannot be entirely safe as is imbued with power relations including racialized and gendered hierarchies, among others. The fieldwork for the project discussed here revealed potential uncertainties and pitfalls in the creation of a space which is safe enough to share personal experiences in the context of a research project.

Details

Re-conceptualizing Safe Spaces
Type: Book
ISBN: 978-1-83982-250-6

Keywords

Book part
Publication date: 25 October 2021

Andrea Bramberger and Kate Winter

This chapter introduces the purpose and structure of this edited volume, including why safe spaces are needed in educational settings, how to think about what makes a space safe

Abstract

This chapter introduces the purpose and structure of this edited volume, including why safe spaces are needed in educational settings, how to think about what makes a space safe for different individuals or groups, and aspects to consider in creating and maintaining safe spaces. It describes the two broad sections, the first of which comprises chapters that introduce the problem, context, need for safe spaces (Chapter 2), the broad conceptual frames supporting them (Chapter 3), and detail and deconstruct examples of various safe spaces created in diverse educational settings (Chapter 4). Chapters in Section II include aspects of the conceptual foundations and details about the purpose, development, and implementation processes, and outcomes of various efforts to create and/or maintain a safe space for education.

Article
Publication date: 21 December 2020

Louise Barrière

Live music events have recently become more and more aware of the necessity to fight against gendered violence. In the meantime, research on gendered violence at live music events…

Abstract

Purpose

Live music events have recently become more and more aware of the necessity to fight against gendered violence. In the meantime, research on gendered violence at live music events is also gaining a growing interest. Ladyfests and other punk-inspired queer and feminist do-it-yourself music festivals have often been presented as “safe spaces”, including in academic research. Yet, the exact goals and modalities of enactment of such safe spaces have mostly been overlooked. In this article, the author proposes to bridge this gap.

Design/methodology/approach

In this article, the author relies on two sources of information: the first one is documentary and the second is ethnographical. The author first considers the festivals archives (flyers, presentation texts, programs booklets, websites and so one) to analyze the identities and goals of the festivals (“who were are” and “what we aim to do”). Crossing these sources of information with ethnographical fieldwork in 10 Ladyfests that happened in France and Germany between 2017 and 2019, the author observed the measures taken to reach such goals (“how we do it”).

Findings

The author begins with detailing the functions of safer spaces policies and shows that the festivals position themselves as transformative forces toward a safer nightlife. Then, the author introduces the means established by the festivals to enact their safer space policies. The author specifically underpins the crucial role of developing bystander intervention as well as self-managed security teams. Finally, the author sheds light on the limits of the safer spaces policies and posits that creating a safer environment demands a constant hard work to keep patriarchal structures away.

Originality/value

Very few research studies have focused on live music, gendered violence and safe spaces. With this article, the author aims to contribute to the growing interest that these topics have gained in the last few years, by looking at an innovative feminist live music scene.

Details

Arts and the Market, vol. 11 no. 2
Type: Research Article
ISSN: 2056-4945

Keywords

Article
Publication date: 28 November 2023

Daniel Baxter, Steve Jones and Claire Leer

LGBTQ+ spaces are often considered as safe havens for the LGBTQ+ community, as they can gather free from prejudice and fear. This research explores the effect that heterosexual…

Abstract

Purpose

LGBTQ+ spaces are often considered as safe havens for the LGBTQ+ community, as they can gather free from prejudice and fear. This research explores the effect that heterosexual people attending LGBTQ+ venues have on this community. This paper considers the impacts on the community, the importance of their safe spaces and identifies practical implications to be considered in protecting these spaces.

Design/methodology/approach

The study implemented a multi-method qualitative data collection approach with LGBTQ+ community venue attendees in the UK. Stage 1 utilised an online qualitative survey and collected data from 558 respondents. Stage 2 saw critical incident techniques (CITs) used with 12 participants. The data collected were analysed using a thematic system.

Findings

The LGBTQ+ community has experienced an increase in frustration and fear as a result of more heterosexual attendees infiltrating their safe spaces. Both participants and respondents discussed the importance that security personnel play in ensuring safe spaces. Finally, the findings demystified that not all attendees in LGBTQ+ venues are allies, and that there is a need for those outside the community to better understand the importance of these spaces for the LGBTQ+ community, as many heterosexuals do not consider how they should act.

Research limitations/implications

Limitations associated with the implementation of the CIT were identified. Further training is advised for researchers employing this method to prepare them for dealing with the emotional impact of participants’ experiences.

Practical implications

This study highlighted the need for security and staff working at LGBTQ+ venues to undergo extensive inclusivity training, and for stricter door policies. Participants also argued for LGBTQ+ venues to educate heterosexual attendees about the community and their historical and present-day struggles and culture.

Originality/value

This paper is of practical value to those who organise and manage LGBTQ+ events, bars and nightclubs. An enhancement to the four types of space framework originated by Castilhos and Dolbec (2018) has been identified.

Details

International Journal of Event and Festival Management, vol. 15 no. 1
Type: Research Article
ISSN: 1758-2954

Keywords

Book part
Publication date: 25 October 2021

Andrea Bramberger and Kate Winter

This chapter discusses and interprets examples of safe spaces through the lenses provided in Chapters 2 and 3. Specifically, we discuss a few diverse examples of safe spaces for…

Abstract

This chapter discusses and interprets examples of safe spaces through the lenses provided in Chapters 2 and 3. Specifically, we discuss a few diverse examples of safe spaces for learning and development taken from children's literature, an art exhibit, a feature-length movie, and a professional development experience, detailing how each can be seen in terms of to what extent it offers a separate safe space, works with aspects of sameness/difference and intersectionality, and/or creates a space for democratic iterations that address one or more of the levels of inequity.

Book part
Publication date: 19 July 2022

Alicia F. Noreiga and Casey Burkholder

In this comparative study, we explore the ways eight queer university students from Trinidad and Tobago and New Brunswick, Canada, use cellphilm production (cellphone + film

Abstract

In this comparative study, we explore the ways eight queer university students from Trinidad and Tobago and New Brunswick, Canada, use cellphilm production (cellphone + film production + intention) to share their experiences, make calls for change, and forge solidarities across racial, cultural, and national contexts. Engaging in cellphilm production as a research method for social change, we ask: What are queer, trans, and non-binary students’ experiences in campus spaces? What are the commonalities and tensions that exist between their experiences? How might cellphilm production work to disrupt unsafe campus spaces and create transnational queer solidarities? Through cellphilm production, participants crafted narratives highlighting significant systemic barriers, and speaking back to micro and macro aggressions. Both participating groups expressed feelings of exclusion and institutional neglect and highlighted their university’s disregard toward accommodating physical spaces, such as washrooms, downplaying of verbal hostilities, and other microaggressions. Participants also noted that students were at the forefront of creating purposefully queer spaces. Our comparative study disrupts the erasure of the experiences of queer, trans, and non-binary university students in Trinidad and Tobago and New Brunswick and speaks back to hegemonic whiteness in the context of queer campus spaces in New Brunswick, Canada.

Details

Annual Review of Comparative and International Education 2021
Type: Book
ISBN: 978-1-80382-618-9

Keywords

Book part
Publication date: 25 October 2021

Kelly Mack

The shift in undergraduate student demographic composition, particularly for the science, technology, engineering, and mathematics (STEM) disciplines, has been coupled with an…

Abstract

The shift in undergraduate student demographic composition, particularly for the science, technology, engineering, and mathematics (STEM) disciplines, has been coupled with an ever increasing need for faculty to be more culturally aware and responsive. Traditionally, higher education has relied on the professional development programs of disciplinary societies and associations to meet such needs. However, designing professional development for STEM faculty in ways that awaken awarenesses about racial differences and their impact on academic success requires more than the conventional faculty development offerings, which, more often than not, only give cursory nods to difference or limit programming to “cookbook” protocols of do's and don'ts. Indeed, today's STEM faculty professional development must be met with more sophisticated paradigms that foreground personal reflection and development. Safe brave spaces represent an ideal mechanism for supporting not only personal reflection but also the grappling with and letting go of the destructive values and beliefs that negatively impact undergraduate STEM student success. The chapter offers the reader a view into our perspective as conveners of safe brave professional development spaces. In it, we also share the words of a safe brave space occupier, demonstrating how the power of reflection can influence the value of safe brave spaces. As a result, the reader is left with a different lens through which STEM faculty professional development programs can and should be considered – whether it is who is in them, who is missing from them, or what is required to facilitate more productive interactions within them. Admittedly, there is more work yet to be done. Understanding that this work requires safety and bravery is a necessary next step.

Details

Re-conceptualizing Safe Spaces
Type: Book
ISBN: 978-1-83982-250-6

Keywords

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