Trigger Warnings, Safe Spaces, and the Language of Victimhood by Campbell, and J. Manning

Trigger Warnings, Safe Spaces, and the Language of Victimhood by Campbell, and J. Manning

A low tolerance marks victimhood culture for slight produced for all sorts of discomfort and difficulty even if not considered as offenses, (Campbell, 2018). The concept of trigger warning refers to the effect of post-traumatic disorder. In contrast, safe places is an officially designated area where one is free from interaction with others unlike themselves. The aim is to protect the people, especially the minorities, from harm and distress.

From Infantilizing to World-Making: Safe Spaces and Trigger Warnings on Campus by Katie Byron

This article examines students’ requests for safe spaces or trigger warnings in the United States. This was in discussions about trauma and healing in academia and shifts the dialogue to provide an unexpected feminist theoretical structure for understanding these requests as world-making projects that give an account of public ordeal and a sense of collective vulnerability since it is believed that sexual violence is mishandled in college campuses.

Going Beyond Proclamation: Implementing free speech Principles by Althea Nagai

Free speech is a necessary but insufficient means to the proper ends of higher education. It is central to free inquiry and, therefore, essential for students’ participation. This would help in upholding and protecting the intellectual and academic freedom that is important in higher education.

Microaggression, Anxiety, Trigger Warnings, Emotional Reasoning, Mental Filtering, and Intellectual Homogeneity on Campus: A study of what students think by Gerald F.Burch, John H. Batchelor, Jana J. Burch, Shanan Gibson, and Bob Kimball.

A research was conducted on 188 students from different universities on whether macro-aggressions, trigger warnings, emotional reasoning, and mental filtering are widespread on campus and whether colleges are promoting these concepts. Life in the college campus is changing based on pressure to create safe environments for learning. The results show that the majority of students believe that universities must change the way these concepts are addressed to prevent intellectual homogeneity and to prepare them for their professions adequately.

Re-focusing the Debate on Trigger Warnings: Privilege, Trauma, and Disability in the Classroom by Logan Rae

Scholars have conflated trauma and discomfort in the classroom environment to mean the same thing. This essay argues that trigger warnings should be seen primarily as a means of ensuring disability access in the classroom. Discomfort blows us out of our other perspectives, even if only shortly, although one can still learn and continue to learn through it. At the same time, trauma completely interrupts our focus and make learning virtually impossible.

The Times by David Aaronovitch

Trigger warnings and safe spaces on campus teach us to run from our fears when we are better off facing up to them (Aaronovitch, 2017). The article explains that trigger warnings, sensitivity training, safe spaces, and no platforms are all based on an assumption of instability that can only harm those allegedly being protected.

Trigger Warnings and Safe Spaces Are Necessary by RaeAnn Pickett.

Everyone deserves the opportunity to know beforehand what experiences to avoid and create an environment that feels safe to move on. Being able to make informed decisions about which spaces students choose to enter and not to enter helps in taking control of how and which information they decide to receive. Reclaiming power and control contributes to healing, and Universities should be able to provide this.

Free Speech, Safe Spaces and Teaching in the Current US Political Climate by Jaime Weida

Opponents of safe places claim that they are a danger to free speech and critical academics that are taught in the university, and they treat students as children rather than competent adults. It argues that education is a regulation of the process of coming to share in the social consciousness.

Vindictive Protectiveness on Campus by Robert Shibley

Censorship is becoming an issue in America’s college and University Campuses. Opponents are silenced.  However, colleges try to create a more inclusive environment that allows all ideas and debates to be discussed.

First Amendment Studies by Paul Siegel

The author is an attentive member of the panels of the Communication Law and Ethics interest group. Different essays come forth to give views, such as the condemnation of trigger warnings. Another emphasizes how closely the signs are associated with students’ mental health needs.

Degrees of Separation by Jan Fox

Students are encouraged to practice free speech, and they should report when they feel their opinions are biased. Freedom of expression is being squeezed between ideas to protect students who are safe spaces and trigger warnings. Protests have been there to shut down ant ideas they do not want to hear. It is a debate about “freedom of speech’ and ‘freedom from speech.’

Being Safe from What and Safe for Whom? A Critical Discussion of the Conceptual Metaphor of ‘safe space’ by Karin K. Flensner & Marie Von der Lippe

Safe space stresses the importance of the classroom is a learning environment characterized by respect and safety. This article problematizes and discusses the complexity in the discourse on safe space by asking the questions.

Allow Offensive Speech — Curb Abusive Speech? By Amitai Etzioni1

Free speech can be insufficient. The Founding Fathers did not give it the high standing many liberals accord it. Moreover, the courts have often limited it for various reasons, thus adding trigger warnings and safe spaces are entirely within the mainstream legal tradition.

Trigger warnings as respect for student boundaries in university classrooms by Leland G. Spencer & Theresa A. Kulbaga

The essay argues that trigger warnings expand academic speech by engaging students more fully in their learning. Specifically, we understand trigger warnings as a means of respecting students’ intellectual, emotional, and physical boundaries. Students are tools of world-making.

From Infantilizing to World-Making: Safe Spaces and Trigger Warnings on Campus by Katie Byron.

Creating safe classroom spaces provides a meaningful academic experience for a class. The expertise of traumatized students should shape these spaces since it benefits the unhealed students. When students are assured of physical and emotional safety, they can fully engage in classroom discussions, thus promoting an academically vigorous classroom.