Abstract

This paper critically examines the spatial context of discussing controversial issues in educational settings. It begins by evaluating the concept of safe spaces, addressing significant critiques such as the illusion of safety, essentialism, censorship, and the negativity of learning. Next, civility is considered as an alternative, highlighting the failure of this approach to account for crucial spatial and relational dimensions. To address these gaps, the notion of “spaces of repair” is introduced. This framework seeks to integrate individual virtues with collective responsibility, emotional engagement, and empathetic communication, fostering environments where controversial issues can be addressed without neglecting the personal, emotional, and psychological effects on students. In “spaces of repair” classroom discussions are seen not only as a simulation of democratic practice, but the very enactment of democratic commitment to one another, including willingness to nurture and repair the social bonds, even through conflict and controversy.