ABSTRACT. This paper explores the quality of interaction in the classroom environment forming a person-centred pedagogy where individuals become a learning community empowered by applying their social and cultural backgrounds. The research promoted the importance of providing a ‘safe space’ for learning, where empowerment and recognition of their community are promoted. Undoing previous learning from both the teacher and student needs to be revised as new ways of learning and thinking are embraced. This needs to be steered by the student and communicated to all stakeholders. The methods used in this research were four modes of case study data collection including simultaneous semi-structured interviews, observations, and participatory activities to ensure that students’ diverse abilities, interests, and preferences could be collated. This research enabled a community of students and scholars with varying degrees of experience and different perspectives to work together and share experiences on the premise that empowerment within the creative learning space is the ‘glue’ that provides ‘energy, capacity and potential’ in the learning community. The findings are investigated through the reflective lenses of Brookfield (1995) identifying the different perspectives that form the concept of person-centred pedagogy. Finding that safe space where difficult and challenging views and perceptions can be shared and embraced with a view to progression of thought and co-construction of ideas. Empowering students with the shared knowledge to adapt and embrace within practice. The importance of a knowledgeable practitioner has been directly linked to better outcomes for the sector (Siraj Blatchford and Silva 2002).

Keywords: feminist pedagogy; safe space; human connection; oppressed empowerment

How to cite: Bonehill, A., and Nye, D. (2023). “Quality of Education in a Safe Space: The Role of Feminist Pedagogy is Empowering Learners,” Journal of Research in Gender Studies 13(2): 56–74. doi: 10.22381/JRGS13120234.

Received 24 August 2022 • Received in revised form 26 August 2023
Accepted 29 August 2023 • Available online 30 September 2023