FA4 - Spaces to S.O.A.R (Spaces of Acceptable Risk)
SCURS Disciplines
Fine Arts
Document Type
General Presentation (Oral)
Invited Presentation Choice
Service-Learning — Oral
Abstract
The concept of the “safe space” has become embedded in contemporary higher education discourse, particularly in classrooms and creative environments that engage identity, embodiment, and vulnerability. Yet the term often functions as rhetorical shorthand rather than an operationalized pedagogical framework. In my research, I argue that “safe space” is aspirational rather than actionable; it signals intention but, in itself, does not create conditions of safety that are equitably experienced.
This presentation examines the theoretical and practical limitations of the safe space paradigm and proposes a reframing grounded in consent-based, impact-centered pedagogy. Drawing from qualitative research, practitioner scholarship, and my contributions to the development of Theatrical Intimacy Education practices, I analyze how safety is constructed, not declared, through clearly defined systems and negotiated processes. Because creative and research environments inherently involve vulnerability and risk, the goal cannot be the elimination of risk altogether. Instead, I propose operationalizing the concept of acceptable risk.
An acceptable risk framework emphasizes transparency, informed participation, articulated boundaries, structured feedback, and shared accountability. It shifts evaluative focus from facilitator intention to participant impact and prioritizes agency and harm reduction within collaborative processes. Through examples drawn from arts pedagogy and performance training, I demonstrate how consent-based methodologies offer replicable tools for cultivating ethical, rigorous learning environments.
By moving from declarative language to actionable systems, educators can better align institutional commitments to inclusion and care with observable practice. This reframing contributes to broader interdisciplinary conversations about psychological safety, pedagogical ethics, and responsibility in higher education.
Keywords
Creating Safe Spaces
Start Date
10-4-2026 3:10 PM
Location
CASB 103
End Date
10-4-2026 3:25 PM
FA4 - Spaces to S.O.A.R (Spaces of Acceptable Risk)
CASB 103
The concept of the “safe space” has become embedded in contemporary higher education discourse, particularly in classrooms and creative environments that engage identity, embodiment, and vulnerability. Yet the term often functions as rhetorical shorthand rather than an operationalized pedagogical framework. In my research, I argue that “safe space” is aspirational rather than actionable; it signals intention but, in itself, does not create conditions of safety that are equitably experienced.
This presentation examines the theoretical and practical limitations of the safe space paradigm and proposes a reframing grounded in consent-based, impact-centered pedagogy. Drawing from qualitative research, practitioner scholarship, and my contributions to the development of Theatrical Intimacy Education practices, I analyze how safety is constructed, not declared, through clearly defined systems and negotiated processes. Because creative and research environments inherently involve vulnerability and risk, the goal cannot be the elimination of risk altogether. Instead, I propose operationalizing the concept of acceptable risk.
An acceptable risk framework emphasizes transparency, informed participation, articulated boundaries, structured feedback, and shared accountability. It shifts evaluative focus from facilitator intention to participant impact and prioritizes agency and harm reduction within collaborative processes. Through examples drawn from arts pedagogy and performance training, I demonstrate how consent-based methodologies offer replicable tools for cultivating ethical, rigorous learning environments.
By moving from declarative language to actionable systems, educators can better align institutional commitments to inclusion and care with observable practice. This reframing contributes to broader interdisciplinary conversations about psychological safety, pedagogical ethics, and responsibility in higher education.