Self-Guided Learning 

It is important to set-up a dynamic that allows those participating in a difficult conversation, such as one about identities, to feel brave authentically sharing their experiences. Educators should always meet people where they are at, but never leave them where they started. 

Learning how to be comfortable when you are uncomfortable and actively participating in difficult dialogue is paramount in this work. We do not know what we do not know, but when we do know, we can be better. We are all responsible for growing in our awareness. 

Safe Space vs. Brave Space

Safe space may be a term you have heard before. However, because we know that language is important in this work, it is important to acknowledge the difference between safety and comfort.

Safety refers to one's perception of personal well-being when exposed to danger/high-risk situations. When someone feels unsafe, their body is triggering either a flight, fight, freeze, and/or appease response to the external danger. 

Comfort refers to a state of ease; free from pain or stress. Discomfort does not mean someone is responding to a dangerous threat; instead someone is resisting the process of engaging with unfamiliar and/or conflicting viewpoints/understandings of the world. Feeling agitated, frustrated, embarrassed, worried, shocked, confused, defensive, and/or other feelings of discomfort is expected and natural when going outside of our comfort zones. 

So, when an educator says that they want to set-up a safe space for participants to engage, their intent is for individuals to authentically share their experiences and learn from one another. However, the impact is the opposite; instead participants remain in their comfort zone. This is because individuals can claim that a space is "unsafe" if they feel challenged, uncomfortable, and/or invalidated in their experience(s). There is not an opportunity to voluntarily engage or disengage without consequence. 

That is why cultivating and supporting brave spaces is necessary; understanding and accepting the likelihood that we each will feel uncomfortable when learning about power, privilege, and oppression. 

• Group Guidelines for Interaction
  • Dr. Brenda J. Allen, Adapted from the Education 1100 Human Diversity & PEA 299 Intercultural Understanding and Competence Course, Spring 2004 
• Guidelines for Dialogue
  • Program of Intergroup Relations, University of Michigan, 2016
• Establishing Brave Spaces: The Role of Safety/Comfort in Dialogue
  • Program of Intergroup Relations, University of Michigan, 2014
• Exploring the Differences Between Dialogue, Discussion, and Debate
  • Adapted by Tanya Kachwaha 2002 from Huang-Nissan (1999) and Consultant/Trainers Southwest (1992)

Biases towards specific identities are commonly called "isms," such as racism (race/ethnicity), sexism (sex), religious oppression/intolerance (religion), ableism (ability/disability), homophobia (sexual orientation), transphobia (gender identity specific to transgender individuals), classism (socioeconomic status/class), ageism (age/generational), and others.

The University of Colorado honors and acknowledges the fact that its four campuses are on the traditional territories and ancestral homelands of several Native Nations. This recognition celebrates the contribution of Native peoples to the fields of medicine, science, military service, humanities and much more. To learn more, click the links below:

CU Systemwide Lands Recognition Statement

Auraria Campus Land Acknowledgement