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

Dorota Domalewska; Małgorzata Gawlik-Kobylińska; Yen Phuong Hoang; Rebecca K. Webb; Nakonthep Thiparasuparat

doi:10.12924/johs2021.17010035

War Studies Academy

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Title

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

Authors

Dorota Domalewska (WBN) ^{[ 1 ][ 6.3 ][ P ]}
Małgorzata Gawlik-Kobylińska (WZiD) ^{[ 2 ][ 6.3 ][ P ]}
Yen Phuong Hoang ^{[ 3 ]}
Rebecca K. Webb ^{[ 4 ]}
Nakonthep Thiparasuparat ^{[ 4 ]}

^{[ 1 ]} Instytut Teorii Bezpieczeństwa, Wydział Bezpieczeństwa Narodowego, Akademia Sztuki Wojennej | ^{[ 2 ]} Instytut Zarządzania, Wydział Zarządzania i Dowodzenia, Akademia Sztuki Wojennej | ^{[ 3 ]} Can Tho University | ^{[ 4 ]} Rangsit University | ^{[ P ]} employee

Scientific discipline (Law 2.0)

[6.3] Security studies

Year of publication

2021

Published in

Journal of Human Security

Journal year: 2021 | Journal volume: vol. 17 | Journal number: Issue 1

Article type

scientific article

Publication language

english

Keywords

PL

Badania naukowe
Cudzoziemcy
Edukacja międzykulturowa
Integracja społeczna
Komunikacja wielokulturowa
Kształacenie
Osiągnięcia szkolne
Poczucie bezpieczeństwa
Pedagogika
Pedagogika porównawcza
Polska
Rodzina
Szkolnictwo wyższe
Szkoły
Uczniowie
Wielokulturowość
Wietnam

Abstract

EN 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 a 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, feeling safe at school is significantly associated with students’ cultural background. Polish and Vietnamese students differ in their opinions as to why safe space should be enhanced and in terms of what the roles of the teacher and their peers are in shaping safe atmospheres. These findings have significant implications for multicultural classes: understanding the factors that enhance school safety will help to form a collaborative and inclusive environment where students’ performance improves.

Date of online publication

25.08.2021

Pages (from - to)

35 - 45

DOI

10.12924/johs2021.17010035

URL

http://www.librelloph.com/journalofhumansecurity/article/view/johs-17.1.35

Comments

Bibliografia na stronach 42-43.

License type

CC BY (attribution alone)