{"title":"为什么需要安全空间","authors":"Andrea Bramberger, Kate Winter","doi":"10.1108/978-1-83982-250-620211004","DOIUrl":null,"url":null,"abstract":"This chapter describes why safe spaces are needed in education settings for full inclusion of gendered identities as they intersect with categories such as race/ethnicity, class, sexual orientation, and ability. This discussion briefly addresses varying and intersecting levels and domains of privilege or marginalization such as identity, inter-/intraaction, organization, society, and knowledge, and how safe spaces in education can support learning as it is entwined with gender, gendered biases, and power dynamics and structures.","PeriodicalId":112157,"journal":{"name":"Re-conceptualizing Safe Spaces","volume":"28 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Why Safe Spaces Are Needed\",\"authors\":\"Andrea Bramberger, Kate Winter\",\"doi\":\"10.1108/978-1-83982-250-620211004\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This chapter describes why safe spaces are needed in education settings for full inclusion of gendered identities as they intersect with categories such as race/ethnicity, class, sexual orientation, and ability. This discussion briefly addresses varying and intersecting levels and domains of privilege or marginalization such as identity, inter-/intraaction, organization, society, and knowledge, and how safe spaces in education can support learning as it is entwined with gender, gendered biases, and power dynamics and structures.\",\"PeriodicalId\":112157,\"journal\":{\"name\":\"Re-conceptualizing Safe Spaces\",\"volume\":\"28 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2021-10-25\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Re-conceptualizing Safe Spaces\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1108/978-1-83982-250-620211004\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Re-conceptualizing Safe Spaces","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1108/978-1-83982-250-620211004","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
This chapter describes why safe spaces are needed in education settings for full inclusion of gendered identities as they intersect with categories such as race/ethnicity, class, sexual orientation, and ability. This discussion briefly addresses varying and intersecting levels and domains of privilege or marginalization such as identity, inter-/intraaction, organization, society, and knowledge, and how safe spaces in education can support learning as it is entwined with gender, gendered biases, and power dynamics and structures.
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