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This chapter is based on qualitative data collected in the course of a research project characterized by the use of a range of participatory methods with the purpose of providing a creative space for migrant, refugee and asylum-seeking women discussing familial practices. The ambiguities of the term ‘safe space’ are explored in light of the fact space cannot be entirely safe as is imbued with power relations including racialized and gendered hierarchies, among others. The fieldwork for the project discussed here revealed potential uncertainties and pitfalls in the creation of a space which is safe enough to share personal experiences in the context of a research project.

Post-war Italy faced a transition from industrial reconstruction to a phase of mature capitalism characterised by massive internal migrations towards the north of the country. A rapid urbanisation process created large dysfunctional areas at the periphery of the main re-industrialising cities like Milan, Genoa and Turin. In particular Milan has been defined as the capital of the Italian economic miracle (Foot, 2001). But during the 1950s Milan's extended industrial areas were subjected to main socio-spatial transformations: from being a mix of industrial and rural communities just after the war, the peripheries of Milan turned into deprived areas lacking basic services and infrastructure during the 1970s, when social conflicts were increasingly rising. From 1968 to 1977 Milan was also one of the main stages of a cultural revolution that in Italy uniquely assumed deep political implications by undermining the fundamental institutions of the state (Balestrini & Moroni, 1988).

In the United States, the 1960s and 1970s are characterized as a period of social revolutions. The dictates of social institutions and expectations of everyday life were scrutinized and questioned. The young and not so young mobilized and protested for civil rights, students’ rights, women's rights, against the war in Vietnam and for improvements in city neighborhoods. These movements themselves and the social order they ultimately created were organized, analyzed, debated, and theorized within universities, thus serving as an impetus for change within the academy. One major change was the development of departments devoted to black studies, ethnic studies, and women's studies. Scholarship dealing with minority groups was thereby legitimized. This trend continues with the addition of gay, lesbian, and queer studies.

This chapter introduces the purpose and structure of this edited volume, including why safe spaces are needed in educational settings, how to think about what makes a space safe for different individuals or groups, and aspects to consider in creating and maintaining safe spaces. It describes the two broad sections, the first of which comprises chapters that introduce the problem, context, need for safe spaces (Chapter 2), the broad conceptual frames supporting them (Chapter 3), and detail and deconstruct examples of various safe spaces created in diverse educational settings (Chapter 4). Chapters in Section II include aspects of the conceptual foundations and details about the purpose, development, and implementation processes, and outcomes of various efforts to create and/or maintain a safe space for education.