My concept of disruptive contexts can minimise the effects of polarisation, linked to incivility amongst learners and teachers. This evolved from my view that the term disruptive behaviour is inclined to attribute blame, and this can have a devaluing effect on the learning process. However, by exploring the complementary contexts that are within and surround the learner and teacher, we can develop an open dialogue between each group, exploring the disrupting effects of the contexts, rather than focussing on the individual(s) as causative factors. It is important that we develop a meaningful dialogue with students, creating, what I term as emancipatory reflective spaces (ERS) where individuals have the confidence to establish meaningful and civil relationships. Equally the development of civility contracts, grounded upon the legal and regulatory requirements of the respective professional bodies or student charters can promote both productive working relationships, and good practice. These spaces linked to the concept of disruptive contexts (the propensity of a context to devalue the learning experience) enable us to see beyond the obvious. This can facilitate the empowerment of both learners and teachers.