Contextual Background:
We run a unit called Transformative Futures where the students need to respond to ‘critical debates in fashion’ (Appendix 1). As a team we have focussed the brief on sustainability and the impact of the fashion industry. We introduce the context of these issues as part of the Unit Briefing. During the briefing for the unit this year I have realised that not all staff feel as comfortable talking about these issues as I do.
Evaluation:
At the start of the briefing session, we show and talk through a series of 4-6 slides depicting the devastation that fast fashion has had on the climate and the people working in garment supply chains. This is a topic I feel very passionately about and am therefore knowledgeable and able to speak on the subject.
Initially my gut reaction was that I needed to make the other staff feel comfortable and ensure parity of experience for all students. This got me thinking about the idea of the ‘Charismatic Lecturer’. After reading the chapter I have realised I identify with the character of ‘Max’ and his ‘lecturing style that demonstrates his passion and ideological stance’ (Macfarlane 2004). I find it difficult to sperate my own beliefs from my teaching – being my authentic self is what allows me to be a good tutor.
Whilst thinking about what I wanted to write here I came to the realisation – is this even the best way to introduce the unit?
Moving Forwards:
This topic can cause distress and high emotions, therefore it is important to handle it with care and sensitivity. Last year we decided to book-end the context slides with a trigger warning at the start to acknowledge the difficult nature of what they were about to see, and an activity at the end which gave students time to move around, discuss in small groups and ultimately propose hopefully change. Anecdotally, this did seem to help with engagement in the topic and a sense of ownership. However, I think we could go further. What we have done so far is more aligned with creating a ‘safe space’, and I am interested in how we can shift this towards a ‘brave space’.
Addressing these issues with context is important, staff have a ‘responsibility to foster a learning environment that supports participants in the challenging work of authentic engagement with regards to issues of identity, oppression, power and privilege’ (Aroa & Clemmens, 2021), all of which come up within our brief. Creating a ‘brave space’ will also allow staff to sit within this discomfort with the students.
I came across this idea of self-authorship – ‘the transformative experience of engaging in student-faculty partnership in and of itself constitutes a brave space where learners transition from dependence on authority to self-authorship’. (Baxter-Magolda, 2009, 2014)
This is something I want to explore further within the session activities – rather than starting with the context and then asking for their thoughts on change – start with a space where they can discuss their existing knowledge and experiences, follow this up with wider context and then ask for their forward-thinking ideas.
References:
Macfarlane, B. (2004) Teaching with Integrity: The ethics of higher education practice. London: RoutledgeFalmer, pp.101-105.
ARAO, B and CLEMENS, K (2013).The Art of Effective Facilitation. Chapter 8: From Safe Spaces to Brave Spaces – A New Way to Frame Dialogue Around Diversity and Social Justice. Stylus Publishing, pp.135-150.
BAXTER-MAGOLDA (2009, 2014). Within: ZUBAN, N, CLANCY, T.L and FERREIRA, C (2019). Authentic Learning within the Brave Space Created through Student-Faculty Partnerships. Papers on Postsecondary Learning and Teaching, 3, pp. 103-110.
Appendix 1 – BA FDT WW Year 1 Transformative Futures Assessment Brief 25-26.
[Further reading that informed my thought process but was not directly quoted in Case Study 2.]
DRUMMOND, S.B (2018). Safe Spaces, Brave Spaces: Diversity and Free Expression in Education/Free Speech on Campus. The Christian Century, 135(10), pp. 38-39.
ROUNTREE, W (2025). The Classroom as a “Brave Space” in Jacqueline Woodson’s Harbor Me. Humanities, 14(5), pp. 97.
PALFREY, J (2017). Safe Spaces, Brave Spaces: Diversity and Free Expression in Education. MIT Press.