Gracious space: developing community, taking risks, and expanding socio-emotional awareness in the classroom

ABSTRACT

In this paper, I examine an implementation of gracious space and its influence on student learning. Gracious space is a facilitation model for group meaning-making that promotes vulnerability and connectedness, “a spirit and a setting where we invite the ‘stranger’ and embrace ‘learning in public’”. The course in which gracious space was implemented was an undergraduate writing-intensive sociology seminar on arts-based research methods offered through the university’s honours college. Drawing from students’ reflections at the end of the semester, I examine how the students’ impressions of gracious space speak to community development, vulnerability, taking learning risks, and socio-emotional awareness. The final discussion bridges the analysis to critical conversations about the importance of creating learning environments that increase dialogue and connection among diverse bodies, promote community-building, inclusion, and equitable learning opportunities.

KEYWORDS:

• Belonging
• vulnerability
• learning risks
• socio-emotional learning
• critical pedagogy

Acknowledgments

Special thanks to Dr. Miguel Guajardo for introducing me to gracious space, my brilliant students, and the Honours College at Texas State University.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Additional information

Notes on contributors

Rachel Romero

Rachel Romero is an Assistant Professor in the Department of Sociology at Texas State University. She has received numerous awards for excellence in teaching, including the title of “Regents’ Teacher” in the Texas State University System. Her academic interests include qualitative research, student teaching and learning, critical pedagogies, culture, and the arts broadly defined.