Demystifying the 'Safe Space': How to Lead Meaningful Race Conversations in the Classroom
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| Title: | Demystifying the 'Safe Space': How to Lead Meaningful Race Conversations in the Classroom |
|---|---|
| Language: | English |
| Authors: | Kay, Matthew R. |
| Source: | American Educator. Fall 2019 43(3):31-34. |
| Availability: | American Federation of Teachers, AFL-CIO. 555 New Jersey Avenue NW, Washington, DC 20001. Tel: 202-879-4420; e-mail: ae@aft.org; Web site: http://www.aft.org/newspubs/periodicals/ae |
| Peer Reviewed: | N |
| Page Count: | 4 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Race, Discussion (Teaching Technique), Listening, Classroom Environment |
| ISSN: | 0148-432X |
| Abstract: | The first, and ultimately most important, magical concept to be demystified is the safe space. Among progressive educators, the author surmises, no goal is more holy. In each classroom, students are to feel comfortable enough with their various identities to be honest, open, and vulnerable. Conveniently alliterative, the term safe space captures the best dreams of what classrooms can be: havens; calm harbors; shelter from students' stormy home lives, neighborhood violence, or school drama. However, colleagues of the author often share moments when they were not listened to, and how it made them feel. Ignored, unimportant, unsafe especially when nurturing hard conversations about race. It stands to reason, then, according to the author that teachers should create a culture of listening--an act that can be broken into discrete, practicable, and measurable skills. This is the first of many times in his book, "Not Light, but Fire: How to Lead Meaningful Race Conversations in the Classroom", from which this article is excerpted, where he offers an approach that is by no means a panacea. Teachers, as some of the most creative people on earth, can create listening activities that fit their own style and pedagogical vision. He shares only what has worked for him, hoping simply to shift the safe space conversation from the realm of magical thinking to a more practical skills-based approach. |
| Abstractor: | ERIC |
| Entry Date: | 2019 |
| Accession Number: | EJ1231891 |
| Database: | ERIC |
| Abstract: | The first, and ultimately most important, magical concept to be demystified is the safe space. Among progressive educators, the author surmises, no goal is more holy. In each classroom, students are to feel comfortable enough with their various identities to be honest, open, and vulnerable. Conveniently alliterative, the term safe space captures the best dreams of what classrooms can be: havens; calm harbors; shelter from students' stormy home lives, neighborhood violence, or school drama. However, colleagues of the author often share moments when they were not listened to, and how it made them feel. Ignored, unimportant, unsafe especially when nurturing hard conversations about race. It stands to reason, then, according to the author that teachers should create a culture of listening--an act that can be broken into discrete, practicable, and measurable skills. This is the first of many times in his book, "Not Light, but Fire: How to Lead Meaningful Race Conversations in the Classroom", from which this article is excerpted, where he offers an approach that is by no means a panacea. Teachers, as some of the most creative people on earth, can create listening activities that fit their own style and pedagogical vision. He shares only what has worked for him, hoping simply to shift the safe space conversation from the realm of magical thinking to a more practical skills-based approach. |
|---|---|
| ISSN: | 0148-432X |
