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

<p class="Abstract"><span lang="EN-GB">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....

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Autores principales:	Dorota Domalewska, Małgorzata Gawlik-Kobylińska, Phuong Hoang Yen, Rebecca K. Webb, Nakonthep Thiparasuparat
Formato:	article
Lenguaje:	EN
Publicado:	Librelloph 2021
Materias:	intercultural learning polish-vietnamese comparative study safe space school safety Social Sciences H
Acceso en línea:	https://doaj.org/article/b65f92a3e6584e22ae39b79e475fd3c6
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spelling	oai:doaj.org-article:b65f92a3e6584e22ae39b79e475fd3c62021-11-11T06:40:39ZOn Safe Space in Education: A Polish-Vietnamese Comparative Study1835-380010.12924/johs2021.17010035https://doaj.org/article/b65f92a3e6584e22ae39b79e475fd3c62021-02-01T00:00:00Zhttp://www.librelloph.com/journalofhumansecurity/article/view/567https://doaj.org/toc/1835-3800<p class="Abstract"><span lang="EN-GB">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.</span></p><br />Dorota DomalewskaMałgorzata Gawlik-KobylińskaPhuong Hoang YenRebecca K. WebbNakonthep ThiparasuparatLibrellopharticleintercultural learningpolish-vietnamese comparative studysafe spaceschool safetySocial SciencesHENJournal of Human Security, Vol 17, Iss 1, Pp 35-45 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	intercultural learning polish-vietnamese comparative study safe space school safety Social Sciences H
spellingShingle	intercultural learning polish-vietnamese comparative study safe space school safety Social Sciences H Dorota Domalewska Małgorzata Gawlik-Kobylińska Phuong Hoang Yen Rebecca K. Webb Nakonthep Thiparasuparat On Safe Space in Education: A Polish-Vietnamese Comparative Study
description	<p class="Abstract"><span lang="EN-GB">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.</span></p><br />
format	article
author	Dorota Domalewska Małgorzata Gawlik-Kobylińska Phuong Hoang Yen Rebecca K. Webb Nakonthep Thiparasuparat
author_facet	Dorota Domalewska Małgorzata Gawlik-Kobylińska Phuong Hoang Yen Rebecca K. Webb Nakonthep Thiparasuparat
author_sort	Dorota Domalewska
title	On Safe Space in Education: A Polish-Vietnamese Comparative Study
title_short	On Safe Space in Education: A Polish-Vietnamese Comparative Study
title_full	On Safe Space in Education: A Polish-Vietnamese Comparative Study
title_fullStr	On Safe Space in Education: A Polish-Vietnamese Comparative Study
title_full_unstemmed	On Safe Space in Education: A Polish-Vietnamese Comparative Study
title_sort	on safe space in education: a polish-vietnamese comparative study
publisher	Librelloph
publishDate	2021
url	https://doaj.org/article/b65f92a3e6584e22ae39b79e475fd3c6
work_keys_str_mv	AT dorotadomalewska onsafespaceineducationapolishvietnamesecomparativestudy AT małgorzatagawlikkobylinska onsafespaceineducationapolishvietnamesecomparativestudy AT phuonghoangyen onsafespaceineducationapolishvietnamesecomparativestudy AT rebeccakwebb onsafespaceineducationapolishvietnamesecomparativestudy AT nakonthepthiparasuparat onsafespaceineducationapolishvietnamesecomparativestudy
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On Safe Space in Education: A Polish-Vietnamese Comparative Study

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