Creating sacred space can be done on many different levels. In the quote above, Brady affirms that the meaning of space should be establish in the mind, body, spirit, and emotions Therefore, we must facilitate safe spaces for each part of the whole person. I wonder if “mental space” is enough? Is it impossible to create a beautiful and safe “mental space” if there is no model for a physical safe space on the outside? Creating space in the mind could be assisted by meditation. Producing a sacred space within the body could be through exercise, stretching, yoga. If one wants to generate a sacred space within the spirit, she might want to do this through meditation or prayer. Creating space in the emotions through writing can help a learner “calm down” and facilitate the learning process. Since affirmations have clearly been an effective technique for students to explore their emotions, we will continue to incorporate affirmation-writing activities in the classroom.

Conversation and dialogue brings the learners’ voices into the classroom. Because their presence is acknowledged, they begin to feel they are “worthy of being heard.” As a result, the women begin to feel more confident and gain a sense of empowerment. When conversations and dialogues occur, women not only are able to speak their ideas and thoughts, but they can listen to their own voices, allowing them the opportunity to make their own interpretations. In turn, others offer supportive listening and feedback in response to the speaker’s feelings and views. This allows for a broader perspective and collection of views when the women are ready to engage in introspection. When they are encouraged to communicate with each other, this dialogic process creates a greater sense of community (place) among the learners. Conversation and dialogue facilitate positive growth and transformation in the inner and outer sacred space.

Although we have used many of these “non-traditional” methods in our core curriculum classes throughout the past five years, I believe there is still a need to explore more ways to use these. I often find myself struggling to find a balance between using innovative techniques in the classroom and teaching basic skills. When the Department of Education puts so much focus on the “end result” and “numbers,” the pressure is on the teachers to quickly and efficiently improve basic skills (e.g. Did the women get their GED or improve their reading, writing, or math skills?). However, it is fruitful to remind other teachers and myself that these unique approaches are crucial for effective transformation of the self. They are the foundation of personal growth. Only after one begins (or at least desire) to understand herself can she begin to be present in the learning environment.