Negotiated space: a reframing of safety and collaboration in the classroom

ABSTRACT

Ideally, the classroom serves as a space where students feel comfortable voicing their opinions and asking questions without fear of judgment or hostility. Historically, this conscious placemaking is referred to as a “safe-space,” a term which some scholars suggest has become insufficient in its aims. Seeking to reframe the classroom as a place of collaboratively navigating multiple values and viewpoints, I posit a new term, “negotiated space” as an alternative approach. Events like school shootings and the pandemic of COVID-19 have demonstrated the limited control a teacher has in their ability to assure the safety of their students. Further, the recent call for police reform and dismantling institutional racism raise questions as to the merit of claiming the classroom as a “safe-space” – safe for whom? Through critical analysis of pedagogy, I reflect on the role a classroom plays in creating a collaborative environment, and the tools necessary in negotiating its creation. Part I contextualizes negotiated space within the conversation of “safe-space” rhetoric and the shortcomings identified by its critics. Part II outlines methods for implementing the groundwork of a negotiated space in the theatre classroom using various embodied strategies of inclusivity.

Disclosure statement

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

Notes

¹ A reminder with check ins: while check-ins strengthen the bonds of community, the facilitator has no control over what information participants choose to volunteer. Depending on the setting, this may provide additional challenges, especially in regards to maintaining professional boundaries and mandated reporting. Where appropriate, remind students of your professional obligation to report any suspected abuse or self-harm. Also it may be beneficial to acknowledge the hierarchy of power in the room. Even sitting in a circle informally sharing personal anecdotes, as educators we have a level of authority that cannot ever be fully dismissed.

² A commonly paired activity with asset/value mapping is the mapping of one’s own privilege. Investigating privilege, or “unpacking the invisible knapsack” as scholar and activist Peggy McIntosh refers to it in her essay, “White Privilege: Unpacking the Invisible Knapsack” (1989), is a effective initial step in engaging in social justice and anti-racism work, as it helps students to recognize their own positionality within society and begin to understand how it may differ from their classmates’ experiences. I have not included these activities in this list as their aims are a step beyond the scope of creating negotiated space, but they are worth noting nevertheless as they provide valuable insight and understanding on disparities that exist within society and are essential in moving forward.