The Complex Case of Fear and Safe Space

Studies in Philosophy and Education 29 (6):523-540 (2010)
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Abstract

Here I shine light on the concept of and call for safe space and on the implicit argument that seems to undergird both the concept and the call, complicating and problematizing the taken for granted view of this issue with the goal of revealing a more complex dynamic worthy of interpretive attention when determining educational response. I maintain that the usual justification for safe space covers rather than clarifies the logic of safe space and makes it difficult for an educator to respond to harassment in a constructive and fitting way. I also claim that calls for safe space can only be properly interpreted—and responded to—when the link between fear and safety is uncovered and deconstructed. In the process, I note that the assumption of “safety” as a “positive condition” for education is problematic and warrants careful consideration.

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Citations of this work

Considering the Classroom as a Safe Space.David Sackris - 2017 - APA Newsletter on Teaching Philosophy 17 (1):17-23.
After the Laughter.Barbara S. Stengel - 2014 - Educational Philosophy and Theory 46 (2):1-12.
The Other from an Educational Perspective: Beyond Fear, Dependence.Miriam Prieto - 2014 - Studies in Philosophy and Education 34 (3):297-309.

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References found in this work

The Principles of Psychology.William James - 1890 - London, England: Dover Publications.
The Principles of Psychology.William James - 1890 - Les Etudes Philosophiques 11 (3):506-507.
The theory of emotion: I: Emotional attitudes.John Dewey - 1894 - Psychological Review 1 (6):553-569.

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