Abstract

Lorde says that self-preservation isn’t self-indulgent, but an act of political warfare. Her use of the descriptor ‘warfare’ seemingly aligns with where people of colour have to prioritise preservation – in highly politicised spaces like HEI. If we expand ‘preservation’ beyond the ‘self’ to a community responsibility, how might approaches to psychological safety lend itself to HEI in a way that prioritises radical wellness, safety and fulfilment for everyone (starting with staff of colour)?

Session and activities

This session aims to: Question and explore opportunities for radical wellbeing and preservation in an academic environment by bringing two seemingly unrelated concepts together. Exploring the duality of preservation (both as an independent pursuit and a community action) and the necessity for it in HEI, wiith evidence-based context for why it’s needed and implications if it isn\’t prioritised Consider the strengths of cross-pollination – bringing psychological theory into the teaching & learning conversation in order to understand & improve our individual and collective experiences Define psychological safety, using our imagination to expand it\’s application to an academic environment that prioritises wellness, safety and belonging Propose approaches for creating a psychologically safe teaching & learning environment, contributed to by all, and benefiting everyone Leave participants with some thoughtful questions on psychological safety, with consideration of their own positionality and context, for further reflection beyond the session