Re-conceptualizing Safe Spaces最新文献

Re-conceptualizing Safe Spaces Pub Date : 2021-10-25 DOI: 10.1108/978-1-83982-250-620211004

Andrea Bramberger, Kate Winter

引用次数: 0

Gendered Patterns in Lifelong Learning in Spain in the European Context: The Opening of New Cultural Spaces for Women 欧洲背景下西班牙终身学习中的性别模式:为女性开启新的文化空间

Re-conceptualizing Safe Spaces Pub Date : 2021-10-25 DOI: 10.1108/978-1-83982-250-620211014

Montserrat Cabré i Pairet, Marta García-Lastra, T. M. Movellán

{"title":"Gendered Patterns in Lifelong Learning in Spain in the European Context: The Opening of New Cultural Spaces for Women","authors":"Montserrat Cabré i Pairet, Marta García-Lastra, T. M. Movellán","doi":"10.1108/978-1-83982-250-620211014","DOIUrl":"https://doi.org/10.1108/978-1-83982-250-620211014","url":null,"abstract":"Starting from the premise that lifelong learning is a significant asset when it comes to enjoying an active ageing process and an important resource for exploring new interests and capacities that were not developed in previous life stages, this contribution explores our findings regarding the participation of older women in higher education in Cantabria, a Northern Atlantic Spanish region. Through analyzing secondary data provided by the main higher education institutions and associations involved with the organization of lifelong learning programmes, it identifies gendered patterns of participation in both the formal and informal educational options. Women's greater involvement in these programmes is analyzed in terms of overcoming a patriarchal traditional culture that in past times had not considered women as active participants in educational spaces. This was particularly clear in the context of the years following the end of the Spanish Civil War and during Franco's dictatorship. Through education, for women, ageing becomes a new life opportunity for self-construction and empowerment as well as for their own decision making in relation to their own life chances. Educational changes implemented in Spain in the last decades have opened up many alternatives to formal education at adult educational centres and university levels. These include informal and semi-formal programmes and educational options opened to people independently of their previous educational backgrounds that provide many opportunities for filling educational gaps to generations of women who could not have consistent access to formal, high-quality training in their youth.","PeriodicalId":112157,"journal":{"name":"Re-conceptualizing Safe Spaces","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132122056","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Safer Brave Spaces That Empower Queer and Trans Students 让酷儿和跨性别学生拥有更安全勇敢的空间

Re-conceptualizing Safe Spaces Pub Date : 2021-10-25 DOI: 10.1108/978-1-83982-250-620211012

E. Friedman

{"title":"Safer Brave Spaces That Empower Queer and Trans Students","authors":"E. Friedman","doi":"10.1108/978-1-83982-250-620211012","DOIUrl":"https://doi.org/10.1108/978-1-83982-250-620211012","url":null,"abstract":"Through scholarly personal narrative (Nash, 2004), this chapter outlines a multifaceted approach to creating safer brave spaces for queer and trans students within a predominantly Hispanic-serving, public research university with a mainly commuter student population in South Florida. All spaces require courageous acts of authenticity on the part of its occupants. Thus, the creation of safer brave spaces is acknowledged as a practice since safety is an ideal to be worked toward especially for those with less power and privilege, such as queer and trans people as opposed to straight and cisgender people. Experiences of heterosexism and cisgenderism are positively associated with psychological distress among queer and trans college students (Goldberg, Kuvalanka, & Black, 2019; Sue, 2010; Woodford, Kulick, Sinco, & Hong, 2014). Research suggests empowerment and the acquisition of power is a positive coping mechanism for resisting and overcoming experiences of heterosexism and cisgenderism (Mizock, 2017; Nadal, Davidoff, Davis, & Wong, 2014; Todoroff, 1995). Administrators are called upon to mindfully create spaces that empower queer and trans students. Quick tips throughout the chapter highlight that queer and trans students should be given opportunities to determine their own risks, choose their own mentors, create their own spaces, have their own voices centered, realize their own solutions, fail and learn from setbacks, and deconstruct systems of power. At the University level, administrators should work to educate and change policies that further support students' opportunities to courageously exist and persist authentically in spaces across the university as a whole and not just in designated centers.","PeriodicalId":112157,"journal":{"name":"Re-conceptualizing Safe Spaces","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128165478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Confronting the Ambiguities of Safe Space in Creative and Participatory Work 面对创造性和参与性工作中安全空间的模糊性

Re-conceptualizing Safe Spaces Pub Date : 2021-10-25 DOI: 10.1108/978-1-83982-250-620211016

E. Vacchelli

引用次数: 0

A Dialog about Safer Spaces in Education: Why We Must Understand and Mediate the Energy in an Educational Space 关于教育安全空间的对话:为什么我们必须理解和调解教育空间中的能量

Re-conceptualizing Safe Spaces Pub Date : 2021-10-25 DOI: 10.1108/978-1-83982-250-620211019

Bettina Aptheker, Andrea Bramberger, Kate Winter

引用次数: 0

Sexualized Violence – Safe or Brave Spaces in Educational Measures 性暴力-教育措施中的安全或勇敢空间

Re-conceptualizing Safe Spaces Pub Date : 2021-10-25 DOI: 10.1108/978-1-83982-250-620211013

Marita Kampshoff

引用次数: 0

Learning in and through Safe Spaces 在安全空间中学习

Re-conceptualizing Safe Spaces Pub Date : 2021-10-25 DOI: 10.1108/978-1-83982-250-620211001

Andrea Bramberger, Kate Winter

引用次数: 0

Ways of Framing Safe Spaces 构建安全空间的方法

Re-conceptualizing Safe Spaces Pub Date : 2021-10-25 DOI: 10.1108/978-1-83982-250-620211006

Andrea Bramberger, Kate Winter

引用次数: 0

Considering Various Performances of Safe Spaces 考虑安全空间的各种性能

Re-conceptualizing Safe Spaces Pub Date : 2021-10-25 DOI: 10.1108/978-1-83982-250-620211008

Andrea Bramberger, Kate Winter

引用次数: 0

‘Empathy Is Really Important’: Improving Undergraduate STEM Education through a Community of Care “同理心真的很重要”:通过关爱社区改善本科STEM教育

Re-conceptualizing Safe Spaces Pub Date : 2021-10-25 DOI: 10.1108/978-1-83982-250-620211015

Eva Fernandez, M. Fraboni, Jennifer Valad, Sabrina Avila, Allan Edmond, Corinna Singleman

{"title":"‘Empathy Is Really Important’: Improving Undergraduate STEM Education through a Community of Care","authors":"Eva Fernandez, M. Fraboni, Jennifer Valad, Sabrina Avila, Allan Edmond, Corinna Singleman","doi":"10.1108/978-1-83982-250-620211015","DOIUrl":"https://doi.org/10.1108/978-1-83982-250-620211015","url":null,"abstract":"This chapter explores the methods developed to improve STEM success for students at two public urban institutions, a project whose aim is to improve academic outcomes for undergraduate students, especially for those most vulnerable and least likely to succeed in this student population. The theory of change that underpins the project – including its activities and its evaluation plan – posits that three interlocked activities (course redesign, peer mentors and articulation) will lead to improvements in academic outcomes and ultimately contribute to the overarching goal of increasing the number of students from underserved backgrounds who graduate with baccalaureate STEM degrees. The project focusses on the first courses students take in STEM, where they are also most likely to fail. We describe the methodology developed for faculty development and the organizational structure of the peer mentoring component for these courses. Both of these components constitute safe spaces where faculty and peer mentors learn to support students using evidence-based and inclusive instructional practices. Courses redesigned by faculty were offered following a cluster-level randomized control trial design, where sections were assigned to treatment (with or without a peer) or control. These interventions have a positive impact on cumulative GPA, according to preliminary analyses. The project also has a positive effect on faculty participants and on peer mentors, both groups now better prepared to jointly deliver STEM curricula in more effective ways. Among the reasons why this works, instructor empathy surfaces as playing a leading role in academic outcomes for undergraduate students.","PeriodicalId":112157,"journal":{"name":"Re-conceptualizing Safe Spaces","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130744133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2