From Safe Spaces to Brave Spaces

Abstract

The practice of establishing ground rules or guidelines for conversations and behavior is foundational to diversity and social justice learning activities. As student affairs educators, authors expect this process will help create a learning environment that allows students to engage with one another over controversial issues with honesty, sensitivity, and respect. Many scholars have described visions of safe space as it relates to diversity and social justice learning environments. Among them are Holley and Steiner, who described safe space as an ‘‘environment in which students are willing and able to participate and honestly struggle with challenging issues’’. In this chapter, the authors have found that reframing ground rules to establish brave space is an asset to them in their work as social justice facilitators. Moreover, as compared to the idea of safe space, brave space is more congruent with their understanding of power, privilege, and oppression, and the challenges inherent in dialogue about these issues in socioculturally diverse groups.

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