Safety in the Classroom - - Safeguarding Liberal Arts Education from the Neo-Liberal Threat

Oct 15, 2026

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The article examines the elusive idea of safety in liberal arts classrooms shaped by social, cultural, political, psychological, historical, and discursive forces. Drawing on organizing metaphors from adult education and group social work, it treats the classroom as a large group and analyzes the changing student body, especially diversity and inclusivity. It argues that liberal arts aims—independent critical thinking, open-mindedness, and communication and decision-making—depend on safety because it expands opportunities for free, critical, independent thought and supports progressive, egalitarian, justice-oriented engagement, including dialogic practices and reflection on power relations.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Abstract

Concept of classroom safety

Diversity, inclusivity, and the student body

Neo-liberal pressures on higher education

Anxiety, uncertainty, and learning approaches

Dialogic practices and power relations

CSSHE SCÉES Canadian Journal of Higher Education Revue canadienne d’enseignement supérieur Volume 42, No. 2, 2012, pages 34-48 Safety in the Classroom: Safeguarding Liberal Arts Education from the Neo-Liberal Threat Arielle Dylan St. Thomas University ABSTRACT This article examines the elusive concept of safety in liberal arts classrooms which are often contoured by a plurality of social, cultural, political, psychological, historical, and discursive forces and performances. Using select principles from adult education and social work with groups as an organizing metaphor, the article discusses the classroom as a large group, the changing student body, and, especially, the impact of diversity and inclusivity in liberal arts settings. Because the aim of liberal arts education is usually to promote independent and critical thinking, open-mindedness, and greater communication and decision-making skills, its goals foster, to a great degree, citizen engagement that empowers persons to participate in collective actions toward greater equality and justice in communities both locally and globally. Classroom safety is essential to these aims because it increases opportunity for free, critical, and independent thought necessary for progressive, egalitarian, and justice pursuits. The article explores safety, including dialogic practicesand reflection on relations of power within the classroom, for its significant role in fulfilling liberal arts aspirations. RÉSUMÉ Cet article examine le concept problématique de la sûreté dans les classes où se donnentdes cours deformation générale, souvententourées d’une pluralité de performances et de forces sociales, culturelles, politiques, psychologiques, historiqueset discursives. En utilisantdes principesdechoix del’éducation aux adultes et du travail social en groupes comme métaphone organisationnelle, définissant ainsi la salle de classe comme un grand groupe, nous discutons del’évolution de la population étudiante et, surtout, de l’effet de la diversité et CJHE / RCES Volume 42, No. 2, 2012 Safety in the Classroom / A. Dylan 35 de l’inclusivité dans des installations où l’on dispense la formation générale. Puisque l’objectif principal d’une formation générale consiste habituellement à promouvoir la pensée indépendante et critique, l’ouverture d’esprit et de meilleures aptitudes en communication et en prise de décision, ces objectifsintermédiaires encouragent, jusqu’à une certaine mesure, lagestion du citoyen qui autorise les gens à participer à des actions collectives qui mènent à une plus grande égalité et justice au sein de communautés, tant à l’échelle locale que planétaire. La sûreté des salles de classe est essentielle pour réaliser ces objectifs, car elle augmente la possibilité de générer une pensée libre, critique et indépendante, nécessaire aux activités progressives, égalitaires et justes. Cet article explore la sûreté, incluant les pratiques dialogiques et les réflexions sur les relations de pouvoir dans la salle de classe, pour son important rôle qui consiste à réaliser les aspirations d’une formation générale. Canada has the distinction of being among those countries having the highest rates of university enrolment in the world (Statistics Canada, 2011). Yet participation in postsecondary education alone does not reveal whether the pursuit of higher education in the current socio-political climate contributes to the public good or advances the corporate agenda. In this era of neo-liberalism and technical rationalism where corporatization, internationalization, and the evisceration of government funding have trumped democratic endeavours and social justice values, the university is at risk of becoming little more thana feeder for the workforce (Adamuti-Trache, Hawkey, Schuetze, & Glickman, 2006; Giroux, 2011) . What becomes of liberal arts education in the face of the neo-liberal juggernaut where global economic practices corporatize public spaces, including

FAQs

How does the article define “safety” in liberal arts classrooms?

It frames classroom safety as a complex, contested concept shaped by multiple social and discursive forces. It connects safety to the conditions that enable free and critical thinking within the classroom.

Why does classroom safety matter for liberal arts education, according to the article?

Because liberal arts education aims to foster independent and critical thinking, communication, and decision-making, safety is presented as essential to these goals. It increases opportunities for free, critical, independent thought needed for justice-oriented pursuits.

What threats does the article associate with the neo-liberal environment in universities?

It links neo-liberalism and technical rationalism to corporatization, reduced public funding, and a shift toward job-readiness and performance indicators. This environment risks turning the university into a workforce feeder rather than a space for investigating and reflecting on vital issues.

Oct 15, 2026

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