In an attempt to make space for the harsh stories from learners' lives, some literacy programs may be at risk of focusing only on the pain. Several therapists stressed that if the focus of the literacy program is only on pain, a crucial opportunity to create a space for hope, for belief in the possibility of change and for discovering joy in learning is lost. Several therapists and literacy workers stressed the importance of knowing when to shift the energy in the classroom from pain to pleasure, and make space for fun and humor. One literacy worker drew on her own experience when she observed that children in violent or alcoholic families are often not allowed to be frivolous, to laugh and play, and that the humor in such homes is often hurtful teasing, where those with less power are exposed to put-downs and made the butt of the humor. This literacy worker thought that it was very healing to create possibilities for humor, joy and laughter that is not at anyone's expense. In her practice, she integrated a range of playfulness and fun with a non-judgmental atmosphere where learners could also speak about their pain. In contrast, one worker told me of a tutor who, when a learner had spoken of the horrors of her life, asked if she could find something “more cheerful to talk about” instead. Clearly such a negation of pain is horrifying, but a balance that allows also for joy may be crucial. Finding an appropriate balance between a space for the telling of pain and for experiencing pleasure and joy would be creative and extremely challenging for literacy workers.

Many literacy workers talked about the challenge to create a safe space in their programs. Some spoke of the limits of their power to create a space that would be experienced as safe by all learners and where they would be free of harassment or more subtle pressures. This was especially true where racism between groups created tensions, and where participants had connections and relationships outside the classroom. In such circumstances the power of the instructor to create a respectful and safe environment for all is often limited. In spite of the limitations, several workers spoke of their sense of responsibility for creating a safe classroom or program and were aware that, in their absence, a level of harassment took place that they did not allow. Some program workers spoke of how stressful and active a role they had to play to try to create a safer space. For others, I wonder whether that work goes almost unnoticed, but adds to their level of emotional exhaustion and bone-weary tiredness at the end of the week.

The level of energy required was particularly striking in the accounts from programs that work with people on the street. In those programs, the commitment to create a place that is safe for all learners requires an active “policing” role on the part of workers, to make sure learners do not bring weapons into the program and to remove anyone who is violent or abusive from the program. Although workers spoke of the importance of the safer space they were creating, they also spoke of the exhausting task of enforcing it and the tension of being the recipients of anger unleashed when they barred students from the program. They stressed that creating a safer space is an ongoing challenge which forces them to recognize the power dynamic in which they impose limits and struggle continually to maintain them, in the face of the threat of violence.

Possible Actions:

• Active creation of the program as a “safer” place and more awareness of the work involved. (Where appropriate also seeking support and awareness from the broader institution.).
  
  
• Training, discussion and support for workers, volunteers and learners in “boundaries” and “trustworthiness.”
  
  
• Active work to build trust in a program.