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This chapter describes why safe spaces are needed in education settings for full inclusion of gendered identities as they intersect with categories such as race/ethnicity, class, sexual orientation, and ability. This discussion briefly addresses varying and intersecting levels and domains of privilege or marginalization such as identity, inter-/intraaction, organization, society, and knowledge, and how safe spaces in education can support learning as it is entwined with gender, gendered biases, and power dynamics and structures.

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.

This paper aims to present findings from a qualitative case study which investigated how workers engage in workplace learning for safe work in a precarious workplace. The findings from this research suggest that learning to work safely is firmly embedded within the social cultural fabric of workplaces, and is intentionally driven to maintain coherence in ideologies, values and practices for effective praxis.

This study was conducted in a petrochemical plant in Singapore. Data were collected through face-to-face interviews with 20 site operators who held positions as engineers, plant workers and maintenance technicians. These site operators were directly involved in working with dangerous chemicals and high-risk equipment and processes; their conversations elicited an in-depth understanding of individuals’ experiences, providing an account of how participants learnt safe work practices in a precarious work setting. All interviews were digitally recorded and transcribed. Data were coded and analysed using an inductive analytical approach to identify key themes about workers’ learning in the workplace.

The findings suggest that learning to work safely is a socially constructed and facilitated process – leading to intentionalising what is learnt. The participants’ experiences suggest that safe work practices materialise through collective action, shared knowledge and responsibility to generally seek sameness for recursive practice. The significance of inter-subjectivity and intentionality are discussed with respect to how they intersect within the social cultural context of precarious work sites, where learning and praxis are seamlessly commingled to achieve effective praxis in workplace safety. A combination of contributions at organisation, individual and group levels supports the social cultural environment. The study concludes that a combination of mutually bound learning space, relational agency and dialogic interactions provides communicative spaces and mediates learning that nurtures inter-subjectivity and intentionality to work safely.

As the study is situated in a particular case context, replication of this research with different occupational groups in other precarious workplaces is needed for further insights on social construction of learning spaces for safety practice.

This paper concludes that deliberate and cautious efforts are necessary to create contextual conditions for learning and to promote greater inter-subjectivity and intentionality for effective praxis. Group interactions and partnerships at work are advocated to generate mindful learning and a common frame of reference that the work community recognises, values and shares. These social processes provide necessary communicative spaces for clarification and validation of what is learnt and what is being interpreted by individuals. The quality and legitimacy of guidance are also emphasised to validate the expertise of those providing guidance, effective mentorship and intervention for the distribution of knowledge. Furthermore, strong and committed leadership is necessary to sustain the social cultural architectures that will support learning and praxis for safety.

This study offers insight about pedagogical contributions to learning about safe work practices in distinct circumstances of work.

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.

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.

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.

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.

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.

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

The research intends to investigate the different typological and morphological characteristics of the neighbourhood spaces produced by different urban dynamics since the late nineteenth century in Turkey.

The main problem that drives the research is that a significant increase in the construction of gated communities has started to be seen in the last five years as a solution to safety issues in Turkey. However, these gated communities as safe-spaces have resulted in the danger of destroying neighbourhood life's physical and social dynamics by changing their spatial configuration. The study offers an analytical framework structured from defensible space theory and other safe-space theories in the literature. It has analysed the effect of physical characteristics of urban fabric on the production of safe-space in neighbourhoods through mappings and site observations. The case studies are conducted in three different morphological periods in Turkey, which are the Seyrancik neighbourhood in Bolu (the Ottoman Period), the Subayevleri neighbourhood in Ankara (the Republican Period) and the Karaman neighbourhood in Sakarya (the Liberalisation Period).

The analysis concludes that any type does not come to the fore in the production of defensible space in terms of its spatial features, but each has various strengths and weaknesses. As a result, this study emphasises the role of design in providing defensible neighbourhoods in the case of Turkey's cities and reveals the aspects that will guide the design of an urban and housing form in terms of the safety–environment relationship in Turkey.

The significance of the study is the comparative analytical approach to studying the housing development and demonstrates a method for analysing safety issues in the transformation process of neighbourhood structures in Turkey.

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.

This chapter asks how we can understand the managerial practices in open innovation, a recently popularized way of organizing innovative work. Open innovation implies opening up the borders of the organization, creating a context where conventional steering and managerial tools no longer apply. Utilizing a collaborative research approach, following an open innovation collaboration over 8 years, this chapter outlines the managerial practices that direct the collaboration. These practices are important for meaning making and identity creation in the collaboration and can be understood as a form of authorship, a continuous intervention strategy to manage, develop and change the organizational context.

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.

In recent years, issues like untrusted or questionable sources of information are indisputably rampant in the digital era. The quality of information is now found to be challenging with its kind of issues, crisis and also clarity in which it requires to have a strategic scenario and practice to enhance quality assurance in order to creating safe cyber-spaces. The initiative to organise information at the organisational stage has widely emerged on the cyberspace. This paper aims to examine the insights of the element of trust in quality communication and information management to drive key performance indicator to support organisational sustainability. This approach is likely to play a significant role in enhancing critical inquiry in to issue of trust in information to ensure untainted integrity and quality assurance of the source of the information.

The preparation of this paper used a systematic literature review according to four phases, namely, identification, assessment or examination, extraction and interpretation. This approach was selected to advance critical inquiry into the most current topic on the trust for quality of information as way of strategic communication management to achieve safe cyber-organisational sustainability. The process was made through the various sources of peer-reviewed articles including journals, book chapters, books and conference proceedings. The literature review was carried out through the search for keywords such as trust in information, strategic communication and safe cyber-organisational sustainability.

The results revealed that the trust in quality of information with its wide range of initiatives could be enhanced as an initial attempt to embrace comprehensive approach in establishing strategic communication to ensure organisational sustainability and quality assurance of safe cyber space. The result further indicated three points, which follows development of virtual interaction with information management for safe cyberspace, enhancing continued predictability assessment in digital information process and practice and developing trust in information and quality of communication for organisational sustainability.

This paper is expected to give an insightful value in contributing to quality measurement of the strategic communication to promote trust in quality of information. Hence, the design to expand strategic management to support digital social connections in the cyber space. As a result, the profound contribution would also lead to enhancement of organisational sustainability in the digital era, amid technological trends.

The need to develop an approach to strengthen the trust in information in the digital cyberspace should focus on providing insights into the quality of information, authenticity and integrity to develop quality assurance for social connection. The awareness raising process in consolidating the trust in information has to start with exploring early social interaction in the digital age. This approach provides quality assurance to linking digital connection to develop trust in the quality of information. This would enable feedback to ensure accessibility and accuracy of quality of information dealing with critical elements relating to organisational sustainability.

The entire awareness in expanding the trust as information quality indicator has to be started with exploring the early social interaction in the digital age, to achieve quality basis on linking the digital connection as an attempt to build the information quality. This would give a feedback in ensuring the accessibility and accuracy of information quality together with dealing with an ultimate element to lead to the organisational longevity.