Creating safer spaces and bravespaces

The aim is to protect from disparaging, exclusionary and discriminatory behavior which may become visible in objectionable comments or innuendo, unfair judgement, offensive language or condescending looks. At the same time, it is about the creation of spaces of possibility, about being able to enter into constructive and critical dialogue, about having the capacity to tolerate differences and disagreements – and about being brave, addressing and discussing topics that may lie outside the comfort zone, learning to manage conflicts, making mistakes (Fehlerfreundlich agieren), and to intervene when transgressions and/or psychologically harmful behavior occur in class. The webtool Tricky Moments shows versatile strategies and possibilities for responsibly meeting discriminatory and/or offensive acts. Thereby enabling the raising of awareness, becoming safer and braver and defending oneself (and others) against discrimination. Experience shows that persons affected by sexism, racism, classism, ableism (and other forms of discrimination) will participate in brave discussions with disproportionately greater caution. For concrete practices of safer spaces to be successful, it is therefore required to be aware of this unequal footing. (um)

• The building of trust represents an essential aspect for the realization of both open as well as critical dialogue and interaction. Here, trust means trusting in oneself and in one’s colleagues and their capacities to choose words consciously (Employing gender and diversity inclusive language and images), their ability to be mindful and their readiness to listen attentively; it also means trusting in shared knowledge concerning the unequal distribution of privileges in society and trusting in the fact that not everyone finds themselves in the same starting position equipped with equal starting capabilities from the very beginning and that access to resources (in relation to education, professional position, etc.) differs substantially. Individual experiences related during class are therefore always also a product of societal influences and need to be understood as being embedded in socially constructed inequalities.
• In turn, this trust is firmly connected to yet another aspect relevant for success: a collective sense of responsibility – i.e. trusting in the fact that – should violations, transgressions or any discriminating behavior occur – there exists a willingness to assume responsibility by talking about it, intervening in it and thinking about how to deal with it (accountable spaces).
• A first manageable step towards safer and brave spaces in the context of gender-sensitive and diversity-aware teaching would be to communicate respective requirements and expectations connected to the teaching and learning space in the first scheduled meeting of a class. (Depending on the time available) Students are then invited to contribute their ideas in relation to group norms and how to shape a safer and brave space. (um)