At the Adult Learner Program, we feel the women must have a place where they can tend to their own needs. They need to feel that they are worthy to offer themselves to themselves. It is also important that they realize that it is acceptable to take time for self-care. We intend for the space we created to provide a “healing solitude” for our learners so they can come as they are and do something for themselves comfortably. Mueller adds that his sacred space would offer a “sense of transport to the divine (1996).” While we do not expect that the classroom space provide the women with a “heavenly” experience, we do want our classroom to be a place where students can freely engage in introspection.

Sacred Learning Environments

In a recent curriculum workshop, one literacy teacher spoke about one of her students who said that the classroom reminded her of home. The teacher was not entirely sure if this was a good or bad thing, so she asked her where home was. The student replied, “Beirut.” As the teacher looked around the room, she realized that she had not really noticed the dilapidated condition of the room. Two important issues arise from this example. First, we all react differently when we are in various spaces. Teachers’ schedules are often so filled with daily tasks that it is easy neglect learning environment. So most of us have been able to “cope” with this somewhat chaotic environment. It might feel like a safe space to us because we plan what others will learn, we know what to expect, and we have support from our colleagues. Second, we know that this unstable environment is temporary. At the end of the day, we go home to our homes and sacred spaces. For women who have or are currently experiencing violence, a disorganized and unkempt classroom might exacerbate the chaos in her personal life. If her home and school environment were both chaotic, then coming to school would not be “temporary” disorder as we experience it. Her entire day would be filled with disarray and volatility. So, if a woman is constantly reminded of her war-torn home country, how can she feel safe? How can she learn new concepts, feel free to imagine possibilities, or explore her full potential?