Creating and negotiating a principled learning space

This resource was written in collaboration with members of the LSE Academic Mentors Community of Practice. If you would like to join the community of practice please contact Dr Akile Ahmet, Head, Inclusive Education (a.ahmet@lse.ac.uk). 

As educators we should ensure the following in our teaching practice:

a non-judgmental environment
respect of differences
being open to other people’s ideas
interactive classes
ongoing feedback
thinking outside the box

To achieve the above it is necessary to create principled space.

The preference for ‘principled’ space over ‘safe’ space draws on the work of artist and activist Hanalei Ramos who has problematised the notion of the safe space. Ramos suggests that principled spaces are better suited to creating the environments we wish to develop: we can commit to adhering to a set of principles that guide and shape the space, and increase the possibility of safety for all involved.

To achieve a principled space, we must first establish ground clearing practices:

check our privileges
actively listen
actively learn
reflect
take action

In addition, these practices can support a principled space:

Names

It is good practice to ensure that you learn correct pronunciations of your students and they too learn yours. This will enable you to invite all students to contribute in sessions without hesitating. To help you do this, you can consider using pronunciation help websites such as Pronounce Names; Nameshouts; Forvo.

You could also ask students to make short audio or video personal introductions (optional) that could be added to the course Moodle site to support community building.

In online environments like Zoom both staff and students should display their names. In addition, you could display your name phonetically and ask students to do the same.

Pronouns

The resource Getting pronouns right for students describes ways staff can help ensure they are using the right pronouns for students. It suggests some approaches intended to reduce stress and effort, for both staff and students.

Active listening

You may find some of the techniques outlined in this guide to active listening in education useful in helping you demonstrate active listening. 

Engaged silence

In her blog post, Silence in the classroom is not necessarily a problem, our colleague Lee-Ann Sequeira questions some of the assumptions made about silent students. 

Language

Be careful when using humour or sarcasm as it can easily give offence, especially when you cannot see facial expressions.

Use clear and concise language, and be aware when you are using slang or local expressions as not everyone may understand the meaning.

Online discussion

"Netiquette" is a set of practices for considerate behaviour in online contexts. If you are using an asynchronous online learning space, such as a Moodle forum, you can share our student-facing guidance on good academic practice in online discussions. You can adapt this guidance to suit the context in which teach. 

Inclusive Education at LSE

Inclusive curriculum design

Teaching sensitive topics

LSE Education Forum, Winter Term 2025: Principles Spaces and Inclusive Pedagogies

Establishing safe learning environments

Addressing whiteness in the classroom

Freedom of speech and ensuring safety

Equity Unbound – a series of strategies for creating online communities built on principles of equity and care that produce learning spaces in which all students can flourish

Getting pronouns right for students

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Creating and negotiating a principled learning space

Practices for a principled space: ground clearing and beyond

Additional resources

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