On Safe Space in Education: A Polish-Vietnamese Comparative Study

Autor: Dorota Domalewska, Rebecca K. Webb, Małgorzata Gawlik-Kobylińska, P.H. Yen, Nakonthep Thiparasuparat
Jazyk: angličtina
Rok vydání: 2021
Předmět:
Sociology and Political Science
Allgemeines
spezielle Theorien und Schulen
Methoden
Entwicklung und Geschichte der Erziehungswissenschaft
school
media_common.quotation_subject
Vietnamese
Intercultural learning
Polish-Vietnamese comparative study
safe space
school safety
Social Sciences
Context (language use)
perception
Affect (psychology)
interkulturelle Erziehung
Education
diversity
polish-vietnamese comparative study
ddc:370
learning environment
Basic Research
General Concepts and History of Education and Pedagogics
ComputingMilieux_COMPUTERSANDEDUCATION
climate in the classroom
Bildung und Erziehung
Wahrnehmung
media_common
Classroom climate
Medical education
Schule
Diversität
Polen
intercultural education
Learning environment
language.human_language
Klassenklima
Vietnam
Feeling
Multiculturalism
intercultural learning
Political Science and International Relations
Lernumgebung
language
Harassment
Poland
Psychology
Law
Safety Research
Zdroj: Journal of Human Security, Vol 17, Iss 1, Pp 35-45 (2021)
Journal of Human Security
ISSN: 1835-3800
Popis: Safe space describes a classroom climate that feels secure, supportive, and risk-free so that students can honestly express their individuality and opinions without fear of being the target of violence harassment, or hate speech. In this paper, we examine the relationship between the school environment, individual characteristics and family in shaping students’ perceptions of safe learning environment. The Safe Learning Environment Survey was designed and distributed to a convenience sample of 360 undergraduate students at universities in Poland and Vietnam. Results reveal that neither sex nor family context affect students’ feeling of safety at school. However, there is a high association with nationality in feeling safe at school. Polish and Vietnamese students differ in their opinions why safe space should be enhanced as well as what the teacher and peers’ roles are in shaping safe atmospheres. These findings have significant implications for multicultural classes: understanding the factors that enhance school safety will help to form the collaborative and inclusive environment where students’ performance improves.
Databáze: OpenAIRE
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