2.1.5.2.1 Safe Spaces and Brave Spaces. The most important prerequisite for teaching controversial global, local, and intercultural issues, according to the literature, is the creation of a safe space for difficult dialogues. This educational metaphor has been around in the literature for decades, yet there is no universally accepted definition of what constitutes a safe space and the notion seems to be controversial itself. Essentially, safe space means that it is “free from violence” and thus enables learning experiences in physical safety (Gayle et al., 2013, p. 2). According to another interpretation, it refers to an inclusive group for underrepresented students “based upon race, sexuality, religion, nationality or ideology” (Gayle et al., 2013, p. 2) in a classroom, where they can safely express their ideas and views. The most common interpretation is, according to Holley and Steiner (2005), a “classroom environment in which students are willing and able to participate and honestly struggle with challenging issues” (p. 49). They also add that in such a climate, students can “freely express their ideas and feelings, particularly around challenging areas such as diversity, cultural competence, and oppression” (p. 49) and they “feel secure enough to take risks, honestly express their views and share their knowledge, attitudes, and behaviours” (p. 50).