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Co-Creating Spaces of Critical Hope Through the Use of a Psychosocial Portland State University PDXScholar Dissertations and Theses Dissertations and Theses 1-18-2018 Co-Creating Spaces of Critical Hope through the Use of a Psychosocial Peace Building Education Course in Higher Education in Protracted Refugee Context: Kakuma Refugee Camp, Kenya Staci BokHee Martin Portland State University Let us know how access to this document benefits ouy . Follow this and additional works at: https://pdxscholar.library.pdx.edu/open_access_etds Part of the Curriculum and Instruction Commons, and the Educational Leadership Commons Recommended Citation Martin, Staci BokHee, "Co-Creating Spaces of Critical Hope through the Use of a Psychosocial Peace Building Education Course in Higher Education in Protracted Refugee Context: Kakuma Refugee Camp, Kenya" (2018). Dissertations and Theses. Paper 4236. 10.15760/etd.6120 This Dissertation is brought to you for free and open access. It has been accepted for inclusion in Dissertations and Theses by an authorized administrator of PDXScholar. For more information, please contact [email protected]. Co-Creating Spaces of Critical Hope through the Use of a Psychosocial Peace Building Education Course in Higher Education in Protracted Refugee Context: Kakuma Refugee Camp, Kenya by Staci BokHee Martin A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education in Educational Leadership: Curriculum and Instruction Dissertation Committee: Dannelle D. Stevens, Chair Micki M. Caskey Samuel Henry Matthew Carlson Portland State University 2018 © 2018 Staci BokHee Martin CO-CREATING SPACES OF CRITICAL HOPE i Abstract An unprecedented 65.6 million persons are forcibly displaced (e.g., refugees, asylum- seekers, IDPs). Half are youth. Hope is often the feeling that sustains youth through intolerable conditions. Basic education in protracted areas is seen as a protective factor that nurtures hope and psychosocial wellbeing in the lives of children and youth. This research sought to extend this concept to the higher education in protracted refugee context, where refugees (ages 18-35) were able to co-create spaces of hope that recognized their own agency and their ability to question the status quo while developing critical thinking skills. Based on a theoretical framework of the philosophy of hope, psychology of hope, pedagogy of hope, and critical hope, I explored with refugees their perceptions of hope before, during, and after their participation of my psychosocial peace-building education course over a period of six months. Using a pragmatic mixed-methods community-based action approach, I collected: 31 Hope Index of Staats surveys (pre, post, and a follow-up six months later), eight semi-structured interviews (two interviews and then a follow up six months later for each participant), student reflection journals, and researcher field notes. A thematic analysis revealed four themes: Reflecting on critical hope and critical despair; reconciling identities; resurfacing narratives and creating new narratives of hope; and restoring hope and agency in higher education. By nurturing hopeful views and co-creating opportunities for critical thinking skills, refugees seem to be able to continue to play a pivotal role in rebuilding a stronger, just, and peaceful civil society. CO-CREATING SPACES OF CRITICAL HOPE ii Dedication I am not sure where I was born or if it really matters to me. My adoption papers say Seoul, South Korea but I am doubtful that is true. What I do know is true is what my brother Josh wrote to me, “Staci, remember you were never unwanted. You had four people wanting you even before you were born.” This is dedicated to my parents, Linda and Carl Martin and my brothers, Andy and Josh Martin and their families. This dedication also goes out to my husband, Jason Krumsick, who has never given up on me, even when I have given up on myself. This also is dedicated to my partners the Jesuit Refugee Services staff in Kakuma Refugee Camp and in Nairobi, Kenya, Jesuit Worldwide Learning: Higher Education at the Margins, and Kenyatta University. Particularly, I want to acknowledge, Caterina Cirimelli, Yves Shema, Dr. Tara Ross, and Dr. Josephine Gitome. Without your support and guidance, I would have not been able to do my research. Last, I would like to dedicate this to all the remarkable refugees who have crossed my path in Kakuma Refugee Camp and in Nairobi, Kenya. In particular, I would like to dedicate this research to the Sunrise Team/ Pambazuko (Christophe, Ibrahim, Vestine, Abdirahman, and Taban)1 for allowing me in your homes, your school, and your lives. I made a promise to you, if I am not doing justice to the cause then I need to revise and change my methodology and mindset. 1 Permission given to be named CO-CREATING SPACES OF CRITICAL HOPE iii Acknowledgements Before I started this Ed.D., I ran a couple of ultra marathons. With Ultras you have to have the mindset you will finish regardless of how many times you fall or how tired you are. You will get up and move forward. At times, you will walk and perhaps wonder (more times than I want to admit) why in the world did I sign up and pay up to do this race. If you are lucky you will have partner(s) who will run alongside you and push you forward. I feel as if for past three years, I have been doing an ultra marathon and I have had many people running alongside me. I have had one steady person, other than my family and husband who has guided me through this unknown process with wit, stories, and energy. Dr. Dannelle D. Stevens, thank you for chairing my committee. In many ways, you have become my metaphorical running coach who has supported me through my falls, my successes, and made things possible when I thought it was impossible. Countless times you have been a beacon of hope and a “hope pusher” in the times that I have been in despair. You gave me the time, place, and space to be heard, seen, and valued. Dr. Micki M. Caskey, thank-you for running alongside me. Your enthusiasm and behind the scenes support has made my doctoral program more meaningful and less intimidating. I am grateful for the time and consideration you took on proofreading and being the APA expert. Dr. Samuel Henry, thank you for being the catalyst for me starting the EdD. If it weren’t for you and Dr. Farahmandpur, I would have never applied. Thank-you CO-CREATING SPACES OF CRITICAL HOPE iv for seeing potential in me, often times when I did not see it. You are indeed my biggest encourager. You drive me to be better. Dr. Matthew Carlson, thank you for taking the time to go over my statistics and for being my graduate representative. You have brought a different perspective that is needed, relevant, and meaningful to my topic. I also want to thank Drs. Carol Morgaine, Swapna Mukhopadhyay, Candyce Reynolds, Ingrid Anderson, Hollie Hix-Small, and Jason Johnson for not only believing in me but also supporting me in many different way. CO-CREATING SPACES OF CRITICAL HOPE v Table of Contents Abstract……………………………………………………………………………….……i Dedication…………………………………………………………………………………ii Acknowledgements…………………………………………………………………........iii List of Tables………………………………..………………………………………...….xi List of Figures...………….……………………………………...…………………...…..xii Chapter 1: Introduction to the Study....………………………………............……………1 Background of the Problem………………………………………………………….........4 Historical Context…………………………………………………………………6 International Setting and Students………………………………………...6 Higher Education in Protracted Refugee Context and Students…………..7 Socio-Political Context……………………………………………………………9 Global Education Policies…………………………………………………9 Social-Political Consequences of Policies……………………………….11 Cultural Context………………………………………………………………...13 USA Context……………………………………………………………..13 Global Context…………………………………………………………...16 Statement of the Research Problem……………………………………………………...19 Educational Significance of the Research Problem……………………………………...20 Presentation of Methods and Research Question………………………………………...23 Research Questions………………………………………………………………………25 CO-CREATING SPACES OF CRITICAL HOPE vi Qualitative Questions…………………………………………………………….25 Quantitative Questions…………………………………………………………...25 Key Concepts and Terms………………………………………………………………...26 Concepts and Terms of Hope…………………………………………………….26 Concepts and Terms of Psychosocial……………………………………………26 Concepts and Terms of Education………………………………….……….…...26 Refugees…………………………………………………………………………27 Methodology…………………………………………………………………….27 Chapter 2: Literature Review…………………………………………………………….29 Role of Hope: Theoretical Framework…………………………………………………..30 Philosophy of Hope……………………………………………………...……....31 Psychology of Hope……………………………………………………………...35 Pedagogy of Hope………………………………………………………………..41 Critical Hope……………………………………………………………………..47 Role of Psychosocial Peacebuilding Education: Theoretical Framework……….………53 Psychosocial Support…………………………………………………………….54 Psychosocial Peacebuilding Education………………………………………..…59 Role of Higher Education In Protracted Refugee Context: Theoretical Framework…….67 Review of the Methodological Literature………………………………………………..73 Qualitative Methods……………………………………………………………………...73 Thematic Analysis………………………………………………………………..74 Action Research………………………………………………………………….75 CO-CREATING SPACES OF CRITICAL HOPE vii Community-Based Action Research……………………………………………..76 Rationale for Qualitative Methods……………………………………………….77 Quantitative Methods…………………………………………………………………….78 Self-Report……………………………………………………………………….79 Convenience Sampling…………………………………………………………..81 Rationale for Quantitative
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