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This book broadens the idea of a safe space that is traditionally discussed in feminist studies, to include gendered identities intersecting with class, race/ethnicity, sexual orientation, and ability within multiple aspects of education. This collection showcases work supporting access to education of persistently marginalized individuals.
Winner, 2014 Lambda Literary Award in LGBT Studies Since the 1970s, a key goal of lesbian and gay activists has been protection against street violence, especially in gay neighborhoods. During the same time, policymakers and private developers declared the containment of urban violence to be a top priority. In this important book, Christina B. Hanhardt examines how LGBT calls for "safe space" have been shaped by broader public safety initiatives that have sought solutions in policing and privatization and have had devastating effects along race and class lines. Drawing on extensive archival and ethnographic research in New York City and San Francisco, Hanhardt traces the entwined histories of LGBT activism, urban development, and U.S. policy in relation to poverty and crime over the past fifty years. She highlights the formation of a mainstream LGBT movement, as well as the very different trajectories followed by radical LGBT and queer grassroots organizations. Placing LGBT activism in the context of shifting liberal and neoliberal policies, Safe Space is a groundbreaking exploration of the contradictory legacies of the LGBT struggle for safety in the city.
How the essential democratic values of diversity and free expression can coexist on campus. Safe spaces, trigger warnings, microaggressions, the disinvitation of speakers, demands to rename campus landmarks—debate over these issues began in lecture halls and on college quads but ended up on op-ed pages in the New York Times and the Wall Street Journal, on cable news, and on social media. Some of these critiques had merit, but others took a series of cheap shots at “crybullies” who needed to be coddled and protected from the real world. Few questioned the assumption that colleges must choose between free expression and diversity. In Safe Spaces, Brave Spaces, John Palfrey argues that the essential democratic values of diversity and free expression can, and should, coexist on campus. Palfrey, currently Head of School at Phillips Academy, Andover, and formerly Professor and Vice Dean at Harvard Law School, writes that free expression and diversity are more compatible than opposed. Free expression can serve everyone—even if it has at times been dominated by white, male, Christian, heterosexual, able-bodied citizens. Diversity is about self-expression, learning from one another, and working together across differences; it can encompass academic freedom without condoning hate speech. Palfrey proposes an innovative way to support both diversity and free expression on campus: creating safe spaces and brave spaces. In safe spaces, students can explore ideas and express themselves with without feeling marginalized. In brave spaces—classrooms, lecture halls, public forums—the search for knowledge is paramount, even if some discussions may make certain students uncomfortable. The strength of our democracy, says Palfrey, depends on a commitment to upholding both diversity and free expression, especially when it is hardest to do so.
Home. Exile. Return. Words heavy with meaning and passion. For Myriam Chancy, these three themes animate the lives and writings of dispossessed Afro-Caribbean women. Understanding exile as flight from political persecution or types of oppression that single out women, Chancy concentrates on diasporic writers and filmmakers who depict the vulnerability of women to poverty and exploitation in their homelands and their search for safe refuge. These Afro-Caribbean feminists probe the complex issues of race, nationality, gender, sexuality, and class that limit women's lives. They portray the harsh conditions that all too commonly drive women into exile, depriving them of security and a sense of belonging in their adopted countries -- the United States, Canada, or England. As they rework traditional literary forms, artists such as Joan Riley, Beryl Gilroy, M. Noubese Philip, Dionne Brand, Makeda Silvera, Audre Lorde, Rosa Guy, Michelle Cliff, and Mari Chauvet give voice to Åfro-Caribbean women's alienation and longing to return home. Whether their return is realized geographically or metaphorically, the poems, fiction, and film considered in this book speak boldly of self-definition and transformation.
An important challenge to what currently masquerades as conventional wisdom regarding the teaching of writing. There seems to be widespread agreement that—when it comes to the writing skills of college students—we are in the midst of a crisis. In Why They Can't Write, John Warner, who taught writing at the college level for two decades, argues that the problem isn't caused by a lack of rigor, or smartphones, or some generational character defect. Instead, he asserts, we're teaching writing wrong. Warner blames this on decades of educational reform rooted in standardization, assessments, and accountability. We have done no more, Warner argues, than conditioned students to perform "writing-related simulations," which pass temporary muster but do little to help students develop their writing abilities. This style of teaching has made students passive and disengaged. Worse yet, it hasn't prepared them for writing in the college classroom. Rather than making choices and thinking critically, as writers must, undergraduates simply follow the rules—such as the five-paragraph essay—designed to help them pass these high-stakes assessments. In Why They Can't Write, Warner has crafted both a diagnosis for what ails us and a blueprint for fixing a broken system. Combining current knowledge of what works in teaching and learning with the most enduring philosophies of classical education, this book challenges readers to develop the skills, attitudes, knowledge, and habits of mind of strong writers.
Co-published with How can I apply learning and social justice theory to become a better facilitator?Should I prepare differently for workshops around specific identities?How do I effectively respond when things aren’t going as planned?This book is intended for the increasing number of faculty and student affairs administrators – at whatever their level of experience -- who are being are asked to become social justice educators to prepare students to live successfully within, and contribute to, an equitable multicultural society.It will enable facilitators to create programs that go beyond superficial discussion of the issues to fundamentally address the structural and cultural causes of inequity, and provide students with the knowledge and skills to work for a more just society. Beyond theory, design, techniques and advice on practice, the book concludes with a section on supporting student social action.The authors illuminate the art and complexity of facilitation, describe multiple approaches, and discuss the necessary and ongoing reflection process. What sets this book apart is how the authors illustrate these practices through personal narratives of challenges encountered, and by admitting to their struggles and mistakes.They emphasize the need to prepare by taking into account such considerations as the developmental readiness of the participants, and the particular issues and historical context of the campus, before designing and facilitating a social justice training or selecting specific exercises. They pay particular attention to the struggle to teach the goals of social justice education in a language that can be embraced by the general public, and to connect its structural and contextual analyses to real issues inside and outside the classroom. The book is informed by the recognition that “the magic is almost never in the exercise or the handout but, instead, is in the facilitation”; and by the authors’ commitment to help educators identify and analyze dehumanizing processes on their campuses and in society at large, reflect on their own socialization, and engage in proactive strategies to dismantle oppression.
“Esther Sternberg is a rare writer—a physician who healed herself...With her scientific expertise and crystal clear prose, she illuminates how intimately the brain and the immune system talk to each other, and how we can use place and space, sunlight and music, to reboot our brains and move from illness to health.”—Gail Sheehy, author of Passages Does the world make you sick? If the distractions and distortions around you, the jarring colors and sounds, could shake up the healing chemistry of your mind, might your surroundings also have the power to heal you? This is the question Esther Sternberg explores in Healing Spaces, a look at the marvelously rich nexus of mind and body, perception and place. Sternberg immerses us in the discoveries that have revealed a complicated working relationship between the senses, the emotions, and the immune system. First among these is the story of the researcher who, in the 1980s, found that hospital patients with a view of nature healed faster than those without. How could a pleasant view speed healing? The author pursues this question through a series of places and situations that explore the neurobiology of the senses. The book shows how a Disney theme park or a Frank Gehry concert hall, a labyrinth or a garden can trigger or reduce stress, induce anxiety or instill peace. If our senses can lead us to a “place of healing,” it is no surprise that our place in nature is of critical importance in Sternberg’s account. The health of the environment is closely linked to personal health. The discoveries this book describes point to possibilities for designing hospitals, communities, and neighborhoods that promote healing and health for all.
This book will change your mind forever about that "useless" meeting you are forced to attend. Paul Axtell emphasizes that meetings are vital to the work of successful organizations--we need to master the skill sets for designing, leading, and participating in meetings. A consultant with more than 30 years in the business, Axtell outlines 8 strategies with a host of compelling ideas you can put into action immediately. This is a book for the manager who recognizes that meetings are at the core of the work you do, the supervisor who wants to be wonderful to work for, the employee who wants to contribute as much as possible, the project leader who wants every team meeting to add velocity to the project. Meetings are essential. So let's make them work.
Eddie's Bastard spins the warm, endearing tale of William Amos Mann IV and of the inhabitants of his eponymous small upstate New York town, Mannville. Related in flashback by the adult Billy, the story begins with him being deposited as an infant on the doorstep of his grandfather's home in a simple wicker basket with a plain two-word message pinned to his shawl reading 'Eddie's Bastard'. Eddie had been killed in Vietnam three months earlier - his father, Thomas Mann Jnr, had given up on life, having lost his only son and, he thought, his only heir. But now, suddenly, Thomas has a grandson and an heir - if not to the once-vast Mann fortune (for Thomas had recklessly squandered that in a foolhardy enterprise just after his heroic return from WWII), then at least to the long legacy of the Mann family stories, stretching back to the Civil War. Eddie's Bastard is filled with episodes of madcap adventure and resonates with the power of lifelong friendship. By turns hilarious, thrilling and heart-breaking, here is a début that stays in the mind long after the reading is over.
"In 1908, 16-year-old Aniela leaves her native Poland for Buffalo, New York. Over the next century, her descendants take root, struggle, and thrive, with the family restaurant at the center of it all, doing their part to weave their threads into the rich tapestry that is the history of immigration in America."--Back cover.