Exploring Situated Safe Spaces: Perceptions and Solutions through a Kristevan Lens

Potential Abstract:
This research article presents a study that explores the concept of situated safe spaces in educational settings, examining the perceptions of various stakeholders and proposing potential solutions. Drawing on the theoretical framework provided by Julia Kristeva’s work on abjection and the construction of subjectivity, this study delves into the multifaceted nature of safe spaces, shedding light on both individual and collective experiences within educational contexts.

The research adopts a mixed-methods approach, combining qualitative interviews and surveys to capture the diverse perspectives of students, teachers, and administrators. By employing Kristeva’s notion of abjection as a conceptual lens, the study aims to investigate the factors that influence the perception and creation of safe spaces in educational environments. Furthermore, it seeks to identify potential solutions that enhance the establishment of such spaces and foster inclusive learning communities.

Through the analysis of the qualitative data, patterns and themes are identified, offering insights into the subjective experiences of individuals within educational settings. The findings reveal the complex interplay of subjective, interpersonal, and institutional factors that contribute to the perception of safe spaces. The study uncovers the significance of power dynamics, social identities, and cultural norms in shaping the creation and maintenance of safe spaces for different stakeholders.

Building upon these findings, the research proposes a range of potential solutions to cultivate and sustain safe spaces within educational contexts. These solutions encompass pedagogical strategies, policy recommendations, and structural changes that promote inclusivity, diversity, and student well-being. By addressing the multifaceted nature of safe spaces from a Kristevan perspective, this research contributes to the existing literature on educational environments and offers practical implications for educators, administrators, and policymakers.

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