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Giving Voice to the Peace and Justice Challenger Intellectuals: Counterpublic Development As Civic Engagement Portland State University PDXScholar Dissertations and Theses Dissertations and Theses Summer 1-1-2012 Giving Voice to the Peace and Justice Challenger Intellectuals: Counterpublic Development as Civic Engagement Tom Harry Hastings Portland State University Follow this and additional works at: https://pdxscholar.library.pdx.edu/open_access_etds Part of the Education Policy Commons, Higher Education and Teaching Commons, and the Peace and Conflict Studies Commons Let us know how access to this document benefits ou.y Recommended Citation Hastings, Tom Harry, "Giving Voice to the Peace and Justice Challenger Intellectuals: Counterpublic Development as Civic Engagement" (2012). Dissertations and Theses. Paper 752. https://doi.org/10.15760/etd.752 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. Please contact us if we can make this document more accessible: [email protected]. Giving Voice to the Peace and Justice Challenger Intellectuals: Counterpublic Development as Civic Engagement by Tom Harry Hastings A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education in Educational Leadership: Curriculum and Instruction Dissertation Committee: Swapna Mukhopadhyay, Chair Samuel Henry Christina Hulbe Dannelle Stevens Dilafruz Williams Portland State University ©2012 i Abstract “Let knowledge serve the city” reads the golden letters on a pedestrian bridge just 200 feet from my faculty office in Neuberger Hall at Portland State University. Public peace scholarship might allow knowledge to help the polis by keeping it out of war via changing the national discourse toward a strong and informed peace analysis. Educators have an uneasy relationship to public scholarship and mainstream media have a nervous attitude toward public peace intellectuals. Institutions of higher learning are also often either unaware or uncomfortable with a public promotion of a positive peace platform. Academic writing and research is hard to translate into publicly accessible knowledge and time constraints mitigate professorial efforts at such civic engagements. This dissertation looks at the evolving nature of this intersectionality between and among factors and analyzes data derived from research interviews conducted with 12 academics/activists. The conclusion is a grounded theory generated by this process. Key findings include problematic lack of academic freedoms—especially in the promotion and tenure context, overwhelming faculty workloads, infrequent faculty development of public scholarship skills and a spotty distribution/connection system that often fails to facilitate competent and willing faculty to engage as public peace and justice scholars. Policy recommendations attempt to address all these obstacles. ii Dedication To Whitefeather, my indigenous peace and justice intellectual exemplar and peace practitioner hero, whose spirit I honor and in whose house I live. May his Anishinabe moccasins be light and swift and may his message of love and respect for all life work its magic in our world. And to the memory and love of Dr. Thomas John Avraham Hastings, my father, mentor, hockey coach, fellow peace activist, getaway driver, and intellectual role model. iii Acknowledgments Every dissertation is ascribed to one person—and none are done by one. Perhaps one person sweats over the work and details more than anyone else, but the foundational intellectual work, the academic shoulders upon which the doctoral student stands, provide support by the thousands. The human intellectual efforts of generations of scholars prepares the path up to the very cusp of the dissertation and then, once the literature has been combed, sifted, cited and acknowledged, more direct collaboration is needed from each involved professor, Human Subjects Reviewers, participants, colleagues kind enough to offer advice and, in my case, by a young scholar who just finished his Ph.D. in Conflict Analysis and Resolution, Patrick Hiller, who helped me think about this, helped me through the technological challenges of interviewing participants coast-to-coast via computers and telephones, recorded those interviews, critiqued my technique, and transcribed them. Without Patrick’s able and consistently timely guidance throughout this process I would have no doubt reached retirement age before defending this project. Swapna Mukhopadhyay, my Dissertation Committee Chair, served me tea and critique for years, from Core Paper to Specialty Paper to Dissertation Proposal to research to composition of this document. To the extent any of this writing is academic, it is due to the discipline gently, firmly, persistently imposed by Dr. Mukhopadhyay, far above and beyond her obligation. Dilafruz Williams offered guidance every time asked and, despite her overwhelming schedule, always offered more. She is my connection to Gandhian education. Dr. Dannelle Stevens restarted my own public peace and justice scholarship, which is also my therapy. Dr. Christina Hulbe and I shared deep involvement in the iv Portland peace movement and our frequent public peace intellectual practice. Dr. Samuel Henry started me on the path to the heart of this dissertation’s findings on academic institution policy. What an outstanding committee. I am so grateful to all of them. Rob Gould, my Conflict Resolution department Chair, kept trying to advance my career even as he supported my doctoral work, and never stopped either effort, despite how slowly I move. Al Jubitz has supported PeaceVoice, the public peace and justice scholarship program of the Oregon Peace Institute. I created, founded and still direct PeaceVoice, which is my daily experience of promoting public peace and justice intellectualism. Without Al’s vision of a world without war and his willingness—and that of his family who operate the Jubitz Family Foundation—to support projects that share that vision, my direct experience that has so deeply informed this dissertation would be much lighter. Dr. Masami Nishishiba, Dr. Kevin Kecskes, and Dr. Melissa Thompson all generously worked with me with arranged courses that educated me about aspects of this dissertation. I thank them as well. Finally, I honor the late Dr. Ken Brown, chair of Peace and Nonviolence Studies at Manchester College in Manchester, Indiana, who organized the largest training for aspirant public peace and justice intellectuals that I’ve ever conducted. Ken also met at his home with students virtually every Monday evening for decades, creating and maintaining his peace education and mentorship roles more than any other educator I’ve ever known. v Table of Contents Abstract .....................i Dedication .....................ii Acknowledgements .....................iii List of Tables .....................iii List of Figures .....................iii Glossary, key terms and concepts, acronyms and initialisms .....................xii Chapter 1: Uninventing war .....................1 Chapter 2: Literature review .....................8 Media and peace journalism .....................10 Public intellectualism/Peace and conflict .....................22 theory Civic engagement/peace education .....................49 Chapter 3: Methodology .....................56 Justification for methodological approach .....................56 Sample .....................57 Instruments of data collection and analysis .....................59 vi Chapter 4: Data analysis and presentation .....................67 Public peace and justice intellectualism .....................71 Professional constraints .....................95 Journalism skills .....................119 Pedagogical implications .....................128 Policy/movement building .....................154 Potential solutions .....................174 Summary analysis .....................180 Chapter 5: Discussion of grounded theory development .....................184 Grounded theory and these data .....................184 Grounded theory findings .....................186 o Perceived impediments to public .....................188 scholarship o Policy implications for individuals, .....................190 academic institutions, and media Chapter 6: Conclusion .....................193 Reflexive disclaimers, validity, and alternatives .....................196 to this grounded theory vii This grounded theory and current theory .....................201 Significance and further research .....................206 Epilogue .....................210 References .....................213 Appendix: Coded sections of transcripts .....................234 viii List of Tables Table 1: War Journalism and Peace Journalism Characteristics .....................12 Table 2: Media typology .....................21 Table 3: Participants .....................68 Table 4: Costs and benefits of public peace and justice .....................94 intellectualism Table 5: Public peace and justice intellectual problems and .....................180 possible solutions ix List of Figures Figure 1: Literature ‘cloud’ (review) .....................7 Figure 2: Barrier halts balanced journalism .....................13 Figure 3: Orientation of principles .....................41 Figure 4: Word counts of participant-identified coded barriers .....................65 by coded theme Figure 5: Word cloud of aggregate narrative coded themes .....................70 Figure 6: Flow from academic research to public policy .....................181
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