Developing Classroom Community Agreements to Cultivate a Critically Compassionate Learning Community


critical reflexivity
critical consciousness
inclusive teaching

How to Cite

Fernández, J. S. (2024). Developing Classroom Community Agreements to Cultivate a Critically Compassionate Learning Community. Radical Teacher, 128.


A classroom community agreements activity is described to cultivate a critically compassionate learning community. Reflections on co-developing and implementing these agreements in collaboration with college students are described. By facilitating opportunities for critically reflexive dialogues with students, a set of agreements are developed and incorporated into the learning environment. Thus, the agreements can help inform values and practices for critical consciousness learning among students, and can help educators engage inclusive teaching practices. When developed with students, these agreements can support the diverse, equitable, and humanizing learning spaces that are necessary to support student academic thriving.


Arao, B., & Clemens, K. (2013). From safe spaces to brave spaces: A new way to frame
dialogue around diversity and social justice. In L. A. Landreman (Ed.), The art of effective facilitation: Reflections from social justice educators (pp. 135–150). Sterling, VA: ACPA- College Student Educators International.
Astin, H. S. & Astin, A. W. (1996). A social change model of leadership development
guidebook, version 3. Los Angeles, CA: Higher Education Research Institute.
Barrett, B. J. (2010). Is" Safety" Dangerous? A Critical Examination of the Classroom as
Safe Space. Canadian Journal for the Scholarship of Teaching and Learning, 1(1), 9.
Byron, K. (2017). From infantilizing to world making: Safe spaces and trigger warnings on
campus. Family relations, 66(1), 116-125.
Camangian, P. R. (2015). Teach like lives depend on it: Agitate, arouse, and inspire. Urban
Education, 50(4), 424-453.
Cruz, C., & Pillow, W. S. (2019). Theorizing the razor’s edge of love and rage in research
and praxis. International Journal of Qualitative Studies in Education, 32(2), 111-111.
hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York, NY:
Holley, L. C., & Steiner, S. (2005). Safe space: Student perspectives on classroom
environment. Journal of Social Work Education, 41(1), 49-64.
Leonardo, Z., & Porter, R. K. (2010). Pedagogy of fear: Toward a Fanonian theory of ‘safety’ in
race dialogue. Race Ethnicity and Education, 13(2), 139-157.
Mansfield, K. C., & Jean-Marie, G. (2015). Courageous conversations about race, class, and
gender: Voices and lessons from the field. International Journal of Qualitative Studies in Education, 28(7), 819-841.
Matias, C. E., & Mackey, J. (2016). Breakin’ down whiteness in antiracist teaching: Introducing
critical whiteness pedagogy. The Urban Review, 48(1), 32-50.
Peek, M. E., Vela, M. B., & Chin, M. H. (2020). Practical lessons for teaching about race and
racism: successfully leading free, frank, and fearless discussions. Academic Medicine,
95(12S), S139-S144.
Pour-Khorshid, F. (2020). Teaching to Heal, Healing to Teach. Planting the Seeds of Equity:
Ethnic Studies and Social Justice in the K–2 Classroom, 17.
Sensoy, Ö., & DiAngelo, R. (2014). Respect differences? Challenging the common guidelines in
social justice education. Democracy and Education, 22(2), 1.
Singleton, G. E. (2014). Courageous conversations about race: A field guide for achieving
equity in schools. Corwin Press.
Singleton, G., & Hays, C. (2008). Beginning courageous conversations about race.
Everyday antiracism: Getting real about race in school, 18-23.
Singleton, G. E. & Linton, C. (2006). A Field Guide for Achieving Equity in Schools:
Courageous Conversations about Race. Thousand Oaks, CA: Corwin Press.
Sparks, D. (2002). Conversations about race need to be fearless. Journal of Staff Development,
23(4), 60-64.
Shalaby, C. (2020). Classroom Management as a Curriculum of Care. Educational Leadership,
78(3), 40-45.
Valdez, L. (1994). Luis Valdez—early works: Actos, Bernabé and Pensamieno Serpentino.
Houston, TX: Arte Public Press.
Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright (c) 2024 Jesica Siham Fernández