Discussion

The third and last part of the exam question asks you to discuss the conflict between free speech and promoting tolerance, taking your starting point in text 2 or text 3.

All the texts in your exam set explore the conflict between free speech and promoting tolerance in the context of university safe spaces. Text 1 defines a university safe space as:  “…an accessible environment in which every student feels comfortable, safe, and can get involved free from intimidation or judgment.” (ll. 21-24)

The three texts illustrate how the creation of these safe spaces is meant to promote tolerance, but that they are also seen by some as limiting free speech.

Text 2

Text 2 illustrates an example of how, in a safe space discussion at a students’ council, a student was not only prevented from speaking but was also almost kicked out of the council. The given council was discussing the issue of disabled students being ignored by an academic representative: “The vice-president for academic affairs at the university’s Student Association was accused of failing disabled students by not responding to an open letter.” (ll. 7-10).

When the student raised her hand to speak and to show that they “had contacted the writers of the letter and tried hard to organise a meeting” (ll. 21-22), she was prevented from talking and “told not to make the gesture again” (ll. 13-15).

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Text 3

Text 3 in your exam set tries to deconstruct the conflict between free spaces and freedom of speech, by arguing that: “The best hope we have of creating an inclusive community is to first create spaces where members of each group feel safe.” (ll. 80-83)

In other words, the writer believes that tolerance on campus is possible only if safe spaces exist.

In order to support this, the author gives a few examples through which he shows that free speech can be offensive, discriminatory, or simply a way to make certain categories of students feel pressured: “The reply was that these students wanted to stretch themselves by engaging in the kind of uncomfortable learning the college encourages.” (ll. 20-23); “She knew that when she was there, she could relax and not worry about being interrogated by non-Jews about Israeli politics or other concerns.” (ll. 68-71)

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