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    From Safe Spaces to Brave Spaces

    A New Way to Frame DialogueAround Diversity and Social Justice

    Brian Arao and Kristi Clemens

    The practice of establishing ground rules or guidelines for conver-sations and behavior is foundational to diversity and social justicelearning activities. As student affairs educators, we expect this pro-cess will help create a learning environment that allows students to engagewith one another over controversial issues with honesty, sensitivity, andrespect. We often describe such environments as safe spaces, terminology wehope will be reassuring to participants who feel anxious about sharing theirthoughts and feelings regarding these sensitive and controversial issues.

    But to what extent can we promise the kind of safety our students mightexpect from us? We have found with increasing regularity that participantsinvoke in protest the common ground rules associated with the idea of safespace when the dialogue moves from polite to provocative. When we queriedstudents about their rationales, their responses varied, yet shared a commontheme: a conflation of safety with comfort. We began to wonder whataccounts for this conflation. It may arise in part from the defensive tendencyto discount, deflect, or retreat from a challenge. Upon further reflection,another possibility arose. Were we adequately and honestly preparing stu-dents to be challenged in this way? Were we in fact hindering our own effortsby relying on the traditional language of safe space?

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    From The Art of Effective Facilitation 2013 Stylus Publishing, LLC

  • 136 Facilitation Design and Techniques

    As we explored these thorny questions, it became increasingly clear to usthat our approach to initiating social justice dialogues should not be to con-vince participants that we can remove risk from the equation, for this issimply impossible. Rather, we propose revising our language, shifting awayfrom the concept of safety and emphasizing the importance of braveryinstead, to help students better understandand rise tothe challenges ofgenuine dialogue on diversity and social justice issues.

    CASE STUDY

    We first began to question and rethink the framework of safe space as col-leagues working in the Department of Residential Education at New YorkUniversity. The critical moment that spurred this rethinking occurred whenplanning and implementing aspects of our fall resident assistant trainingprogram. The department approached the task of training our resident assis-tants on a wide range of content areas before the start of the academic yearby developing a series of 90-minute training modules. As members of ourdepartments diversity committee, we were tasked with developing a trainingmodule on diversity and social justice. We were excited for an opportunityto channel our passion for social justice education into an important aspectof student leadership training, yet also challenged by the short session timeframe of 90 minutes. Our intended learning outcomes for this module wereambitious even without the challenge of time constraints. How, we won-dered, would we introduce the concepts of social and cultural identity,power, and privilege; encourage reflection on how these forces movedthrough and shaped their lives; and draw connections between the sessioncontent and their roles as student leaders?

    Given our goals for the session, we decided to incorporate the One StepForward, One Step Backward activity, which is also called Leveling the Play-ing Field and Crossing the Line. In this exercise, participants are lined up inthe middle of the room. The facilitator then reads a series of statementsrelated to social identity, privilege, and oppression; participants determinewhether these statements are reflective of their lived experiences and theneither step forward, step backward, or remain in place as directed. After allprompts have been read, the facilitator leads a group discussion about theirinterpretations of the pattern of the distribution of participants in the room.Students who hold primarily dominant group identities usually end up inthe front of the room, those who hold primarily target group identities in

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    From The Art of Effective Facilitation 2013 Stylus Publishing, LLC

  • From Safe Spaces to Brave Spaces 137

    the rear, and those with a more even split of dominant and target groupidentities in between the other two groups. The goal of the exercise is tovisually illustrate the phenomenon of social stratification and injustice andhow participants own lives are thereby affected. The exercise intentionallypushes the boundaries of the participants comfort zones in the hope ofspurring them on to powerful learning about social justice issues.

    After our module on diversity and social justice, we received mixed feed-back about the One Step Forward, One Step Backward activity from thestudent participants and from our colleagues who had served as facilitatorsfor other groups. Some participants reported they experienced heightenedawareness of social justice issues as a positive result. Most, however, werecritical of the activity. This critical feedback appeared largely dependent onthe social identities of the participant and the degree to which their target oragent group identities held salience for them.

    Participants who framed the activity primarily through their agent ordominant group identities stated they felt persecuted, blamed, and negativelyjudged for ending the exercise at the front of the room. Many expressedfeelings of guilt about their position in the exercise (though not necessarilytheir privilege), as well as helplessness when hearing the emotional reactionsof those who were closer to the rear of the room. Common reactionsincluded sayings such as, I cant help being White and These problemsarent my fault.

    Conversely, those who framed the activity primarily through their targetgroup identities ended up in the back of the room. Many of these partici-pants stated their physical position at the conclusion of the exercise was apainful reminder of the oppression and marginalization they experience ona daily basis. Whereas their agent group peers expressed surprise at the pat-tern of distribution, many of the target group participants stated they pre-dicted the result of the activity from the beginning. Like their agent grouppeers, the target group participants voiced frustration with the activity,though their feelings tended to stem from a sense of being placed in thefamiliar role of educator for agent group membersa role they felt wasinevitably theirs but one that made them feel angry, sorrowful, and in somecases, afraid of the repercussions.

    Interestingly, a critique shared by many participants across target andagent group identities was that they experienced the activity as a violation ofthe safe space ground rules established with each participant group at theoutset of the module. The profound feelings of discomfort many of themexperienced were, in their view, incongruent with the idea of safety.

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    From The Art of Effective Facilitation 2013 Stylus Publishing, LLC

  • 138 Facilitation Design and Techniques

    It was apparent to us that on the whole our session had missed the markwith respect to our intended outcomes, sparking the first of many long dis-cussions between us. Although it was tempting to simply lump the critiquestogether as the typical resistance you can expect when talking to folks aboutpower and privilege, we knew this was an oversimplification that would notresult in improved pedagogical practice or richer learning for our students.What was the critical flaw in our design? Did we select the wrong activitiesor place them in the wrong sequence? Did we do a poor job of training ourcolleagues to facilitate the session? While mining these questions resulted insome useful insightsfor example, we no longer use the One Step Forwardactivity as part of our facilitation practice, primarily because we are troubledby its potential to revictimize target group memberswe continuallyreturned to the quandary of safe space. Was it the activity that had made ourstudents feel unsafe, or did this sense of danger originate somewhere else? Itwas here that we began to more closely examine the conventional wisdom ofsafety as a prerequisite for effective social justice education and question towhat degree the goal of safety was realistic, compatible, or even appropriatefor such learning. What is meant by the concept of safety, and how doesthat change based on the identities in the room?

    DEFINING AND DECONSTRUCTINGSAFE SPACE

    Many scholars have described visions of safe space as it relates to diversityand social justice learning environments. Among them are Holley andSteiner (2005), who described safe space as an environment in which stu-dents are willing and able to participate and honestly struggle with challeng-ing issues (p. 49). Staff at the Arizona State University Intergroup RelationsCenter described the contours of safe space in more detail, with a statedobjective of creating an environment in which everyone feels comfortableexpressing themselves and participating fully, without fear of attack, ridicule,or denial of experience (as cited by National Coalition for Dialogue &Deliberation, n.d., S). To create such spaces, participants need some basicdiscussion guidelines in order to develop trust and safety (Hardiman, Jack-son, & Griffin, 2007, p. 54).

    Consistent with the literature, we believe facilitators of social justice edu-cation have a responsibility to foster a learning environment that supports

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