B2

Building a Brave Classroom Space

Over a decade ago, Brian Arao and Kristi Clemens (2013) proposed moving from “safe spaces” toward the creation of “brave spaces” to frame dialogue around diversity and social justice. The concept of brave space recognizes that instructors cannot guarantee that everyone will feel safe and that discomfort, managed skillfully, can be a productive stance for learning and growth (Boler 1999; Taylor and Baker 2019). In an age of political polarization, resurgent hate, and online isolation, cultivating the courage and skill to engage with one another on contentious topics is not only a feature of inclusive pedagogy, but part of a broader commitment toward modeling social justice and upholding democracy.

Drawing on both research and practice, this presentation offers a primer on how to build a brave classroom space. First, it provides an overview of the brave space literature as it has been applied to facilitate dialogue around contentious topics and cultivate an inclusive learning environment. Next, the facilitator offers examples of how she has engaged students as co-creators of brave spaces over the past five years to cultivate courageous conversations around racism, complicity with settler colonialism, and decolonizing feminism. Suggested practices include generating community norms collectively, revisiting them regularly, and conducting anonymous check-ins. In evaluations, students have expressed appreciation for the inclusive learning community that brave spaces foster. In the words of one brave learner, “I feel more comfortable with my ‘uncomfortability’ when I know that we’ve created this space.”

Presenters

Using a Tablet and Video Conferencing Software to Enhance Inclusion and Engagement in Large, In-Person Classes

This concurrent presentation will demonstrate how to use a tablet and video conferencing software (such as an iPad and Zoom) to enhance inclusion and engagement in a large, in-person classroom. Strategies such as leaving space on slides for writing, handling longer notes or problems, and managing technical difficulties will also be shared. Using a tablet with video conferencing software offers several benefits including writing on presentation slides, solving practice problems on the screen, recording lectures, providing closed captioning, and allowing mobility within the classroom. Writing on slides or solving problems on the screen can improve visibility, including for those with visual impairments. Recordings can be made for students with accommodation letters, closed captioning can assist students with hearing impairments, and moving around the classroom increases engagement.

This approach helps to incorporate Diversity, Equity, and Inclusion practices by using technology to make it easier for everyone to learn in the classroom. It also helps enable Active Learning by helping students write notes and solving problems along with the instructor.

It is a unique approach because it combines several existing and easily accessible technologies to make significant improvements in large classrooms both in terms of engagement and in accessibility. It is specifically designed for fully in-person environments, though it can also be used in virtual or hybrid contexts. The approach has been shown to be effective through positive student evaluations and a teaching award. It has been used successfully in classrooms ranging from 50 to 150 students over four years. Evidence of its effectiveness will be provided during the session.

Presenters

Spanning the Gaps: Creating Equity and Confidence in the Classroom

Spanning the Gaps was developed with the firm belief that formal education breaks cycles of intergenerational poverty and social exclusion. Learners complete credit and tutorial courses to fulfill their outstanding admission requirements. This presentation focuses on the integral need for an intersectional approach to students’ personal growth and their post-secondary journeys. We will explore how we utilize Adult Learning Theory, Universal Design for Learning, Self-Determination Theory, Self-Authorship, Metacognitive Learning Strategies, and Bloom's Taxonomy to both develop course content and to support our learners’ academic journeys.

Presenters