Index
Re-conceptualizing Safe Spaces
ISBN: 978-1-83982-251-3, eISBN: 978-1-83982-250-6
Publication date: 25 October 2021
This content is currently only available as a PDF
Citation
(2021), "Index", Winter, K. and Bramberger, A. (Ed.) Re-conceptualizing Safe Spaces, Emerald Publishing Limited, Leeds, pp. 205-207. https://doi.org/10.1108/978-1-83982-250-620211020
Publisher
:Emerald Publishing Limited
Copyright © 2021 Kate Winter and Andrea Bramberger. Published under exclusive licence by Emerald Publishing Limited
INDEX
Academic refusal
, 180, 183
Agency
, 8, 19, 38–39, 44, 52–55, 57, 92, 96, 108, 115, 149
Anti-racism
, 97, 195–196
Brave space
conceptualizing safer brave spaces
, 93
empowerment. See Empowerment
(re)securing safe
, 112–115
Civility
, 7, 9, 71–72, 74–75
Co-creation of learning spaces
, 4–5
Community of Care
course redesign
, 149–150
learning collectives
, 150–151
overview
, 142
preamble
, 142
safe space, dangerous context to
, 142–149
safe spaces, building
, 146–149
STEM degree
, 143–145
theory of change
, 146
Counter-hegemonic space
, 34
Course redesign
, 149–150
Creative and participatory research
, 165, 170
Critical pedagogy
, 170
Decoloniality
, 68, 76
Deliberative democracy/democratic deliberation
, 40–42
Democratic iteration
, 41–42, 51–52
Education
educational measures
, 108, 111–112, 115
higher education
, 99, 122, 126
non-formal and open offers
, 133–136
official degree programmes
, 126–132
sexualized violence
, 108, 111–112, 115
Egalitarian access to education
, 3–4, 15, 35–36, 41–42, 59–60, 189
Empathy
course redesign
, 149–150
learning collectives
, 150–151
Queensborough Community College (QCC)
, 142
Queens College (QC)
, 142
safe space
, 142–149
STEM degree
, 143–145
theory of change
, 146
Empowerment
marginalized centering
, 95–97
safer brave spaces
, 93
self-determined risk assessment
, 94–95
Equitable learning
, 18, 25–26
Feminist studies
, 201–202
Fluidity of space
, 10, 43, 59
Gender
cisgender
, 92, 95, 99
education
, 122–126
misgender
, 102–103
non-formal and open offers
, 133–136
official degree programmes
, 126–132
sexual diversity
, 114–116
transgender
, 101–102
Higher education
, 25, 36–37, 60, 83, 99, 122, 126, 143, 145, 152, 174, 179–180
Identity
Black identity
, 97
career identity
, 183
gender identity
, 94
hispanic-serving designation
, 145
intellectual identity
, 76
interaction
, 19–20
personal identity
, 92
racial identity
, 39–40
sexual identity
, 109
single-identity groups
, 81
student’s identity
, 94
trans identity
, 92
Inclusive education
, 3, 5–6
Inclusiveness
, 3–5, 76
In/justices in education
, 4, 15, 87–88, 115
In/just learning spaces
, 43–44
Interaction
block interactions
, 110
concrete interactions
, 111
continual interactions
, 19
identity
, 19–20
interracial interactions
, 82–83
intracommunity interactions
, 97
social interactions
, 107–108
Intersecting identities
, 6–7, 35, 37, 40
Intersectionality
, 7, 19, 36–38, 176–177
Intra-action
, 19–20
Knowledge production/knowledge generation
, 15–16, 19, 21–22, 24–25, 40–41, 71–72
Knowledge transfer
, 59–60
Levels of Inequity (Identity, interaction, intra-action, institution, society, knowledge)
, 8, 35, 51–52, 61–62
LGBTQ
anti-LGBTQ religious
, 94
designated spaces
, 96
gender
, 108, 115–116
religious and cultural traditions
, 14–15
safer brave spaces
, 93
student organizations
, 100–101
Lifelong learning
higher education, educational spaces in
, 122–126
non-formal and open offers
, 133–136
official degree programmes
, 126–132
UNATE
, 133–136
University of Cantabria
, 122–126
University Summer Courses
, 133–136
Migrant women
, 163
Older university students
, 120–121, 126, 132
Peer Mentoring
, 9, 146, 150
Power structures in education
, 5–6, 13–14, 38–39, 52–53, 169–170
Professional development
, 51–52, 60, 80–83, 87–89, 177, 179–180, 183
Queensborough Community College (QCC)
, 142
Queens College (QC)
, 142
Queer
cisgenderism
, 92
empowerment. See Empowerment
heterosexism
, 92
safer brave spaces
, 93
safe space
, 108–109
Randomized control trial (RCT)
, 9, 146, 148, 150, 152–153, 155–156
Reconceptualization
, 5, 43, 45
Reflexivity
, 22, 52–53
Research community
, 7, 77
Respect
civility
, 7
dignity
, 33–34
identities
, 109
RCT
, 150
safe space
, 38–39
students
, 94
Safe brave space
fugitive space
, 183
intellectual refusal
, 183
STEM
, 80–83, 88–89
Safe space
brave spaces
, 93
building
, 146–149
conflicts
, 162–163
dangerous context to
, 142–149
definition
, 4
documenting
, 153–155
education
, 6–7, 10
educational relationships
, 115
institutions
, 113–114
making
, 165–169
reflections
, 169–170
sexualized violence
, 108–111
students
, 156
Sameness/difference
, 7, 37, 40, 51–53, 60–61
Science, technology, engineering, and mathematics (STEM)
opportunities
, 97–98
preamble
, 142
Queens College (QC)
, 142
Teaching to Increase Diversity and Equity in STEM (TIDES) program
, 181
undergraduate pathway
, 143–145
women of color
, 175–176
Self-reflexivity
, 5–6, 23–24, 52–54
Separate space
, 35–37, 51–52, 58
Sexualized violence
brave spaces
, 112–115
explanatory approaches
, 111–112
safe spaces
, 108–111
(re)securing safe
, 112–115
Situatedness
, 7, 23–24, 52, 71–73, 76
Social structures and education
, 68, 71, 93, 96, 110, 138, 178–179
Solidarity
, 54–55, 162–163, 183, 197
Space
dangerous context to
, 142
educational spaces
, 122–126
online spaces
, 96
physical space
, 97–98
safer brave spaces
, 93
sexualized violence
, 108–111
trans community spaces
, 96
STEM Bridges Across Eastern Queens project
, 155
Students
black students
, 18, 35–36, 97, 179–180
deficit model
, 23–24
identity
, 94
marginalized students
, 95
nonbinary students
, 94
non-regular students
, 134
queer students
, 100
self-determined risk assessment
, 94
STEM
, 149
trans students
, 92–93, 95–96
undergraduate students
, 175
Third space
, 36, 59
Transformation of knowledge
, 189
Transgender
, 19, 37–38, 96–97, 101–102, 111–112
University Senior Programmes
, 122–126
Women’s educational opportunities
, 120–122, 137
- Prelims
- Section I Aspects Addressing the Conceptualization of Safe Spaces in Education
- Chapter 1 Learning in and through Safe Spaces
- Chapter 2 Why Safe Spaces Are Needed
- Chapter 3 Ways of Framing Safe Spaces
- Chapter 4 Considering Various Performances of Safe Spaces
- Section II Interventions Addressing the Performance of Safe Spaces in Education
- Chapter 5 “Train Your Imagination”: On the Program “Globalization and Education” at the University of Fribourg (Switzerland)
- Chapter 6 Expand the Space, Expand the Bravery: A Practicum for Building Safe Brave Spaces within STEM Faculty Professional Development Programs
- Chapter 7 Safer Brave Spaces That Empower Queer and Trans Students
- Chapter 8 Sexualized Violence – Safe or Brave Spaces in Educational Measures
- Chapter 9 Gendered Patterns in Lifelong Learning in Spain in the European Context: The Opening of New Cultural Spaces for Women
- Chapter 10 ‘Empathy Is Really Important’: Improving Undergraduate STEM Education through a Community of Care
- Chapter 11 Confronting the Ambiguities of Safe Space in Creative and Participatory Work
- Chapter 12 Our Best Place
- Chapter 13 A Dialog about Safer Spaces in Education: Why We Must Understand and Mediate the Energy in an Educational Space
- Index