Hope in Confinement: Moving Towards a Pedagogy of Restorative Hope 公开
Farmer, Sarah Frances Rina (2016)
Abstract
This dissertation explores the question, "What does it mean to be human in contexts that are dehumanizing and seemingly hopeless?". Hope in Confinement offers an analysis of the nature of restorative hope and proposes a pedagogy of restorative hope that takes seriously the insights of women along the incarceration continuum. Understanding the challenges that impede hope in the lives of Black women on the incarceration continuum helps us interrogate the purpose and function of hope in the lives of those who experience confinement. Beginning with a brief illustration of the difficulties that women face on the incarceration continuum, the work provides an interdisciplinary overview of hope scholarship that undergirds current perspectives on hope by examining theological, psychological, pedagogical, and practical aspects of hope that resonate most with the themes that emerge in these women's conception of hope. Concrete illustrations from women on the incarceration continuum that help enhance the concept of hope for and from those whose humanity face serious threats are provided. It is argued that restorative hope is a way of seeing, knowing, being, and doing that promotes authenticity, connection, and resiliency. In conclusion, it is shown that these insights on hope provide clues about what pedagogies of hope offer in carceral settings and subsequently might offer in non-carceral settings.
Table of Contents
INTRODUCTION. 1
Contextualizing Black Women and the Incarceration Crisis. 3
Chapter Outline. 11
Exploring Critical Emancipatory Qualitative Research Design and Methods. 15
Research Methodology that Builds Hope. 16
Research Paradigm as Critical Emancipatory Praxis. 20
Qualitative Research Design. 26
Planning the Project. 27
Acting on the Project. 30
Observing the Project. 30
Reflecting on the Project. 31
Cycling Back: Research beyond the Dissertation. 32
Research Participants, Sampling Frame, and Recruitment. 33
Qualitative Action Research: Research Methods, Data Collection and Data Analysis. 34
Qualitative Rigor: Establishing Trustworthiness. 38
Ethical Considerations. 43
Research Reflexivity: Searching from the Inside Out. 43
Transgressing the Boundaries: Challenges to Critical Emancipatory Prison Research. 46
Conclusion. 47
CHAPTER I. 48
HOPE IN CRISIS: 48
EXPLORING CHALLENGES ALONG THE INCARCERATION CONTINUUM. 48
Introduction. 48
Physical Health as a Crisis of Hope on the Incarceration Continuum. 49
Chronic Diseases. 49
Infectious Diseases. 50
Reproductive Health. 51
Substance Abuse. 53
Physical and Sexual Victimization. 54
Psychological and Emotional Hope in Crisis on the Incarceration Continuum. 56
Mental Health Conditions. 56
Emotional Trauma from Abuse. 59
Incarceration as Trauma. 60
Grief, Mourning, and Transition. 61
Social Crises of Hope on the Incarceration Continuum. 63
The Criminalization of Black Women: Fear, Social Violence and Stigmatization. 63
Housing. 66
Manifestations of Social Death. 70
Maternal Incarceration and the Crisis of Hope on the Incarceration Continuum. 72
Maternal Separation. 72
Black Maternal Stigma. 73
Maternal Shame and Guilt. 76
Maternal Reintegration. 77
Finding Hope Along the Continuum. 77
Faith and Spirituality and the Crisis of Hope on the Incarceration Continuum. 78
An Existential Crisis of Meaning in Suffering on the Incarceration Continuum. 78
Demoralizing Labels: Sin, Evil, and Punishment. 79
Conclusion. 80
EXPLORING THEOLOGIES, PSYCHOLOGIES, PEDAGOGIES. 82
AND PRACTICES OF HOPE. 82
Introduction. 82
Part 1: Theology and the Intersection of Hope. 83
Eschatological Hope and a Theology of the Future. 83
A Politics of Hope: Black Liberation Theologies of Hope. 85
Womanist Notions of Embodied Hope. 89
Latin American Liberation Theology and the Exploration of Hope in Praxis. 94
Part 2: Psychology of Hope that Transforms the Self. 97
Hope as a Cognitive Process. 98
Hope as an Imaginative Process. 100
Hope as a Psychosocial Process. 101
Part 3: The Quest for Hope in Pedagogy. 107
Religious Education and the Intersection of Hope. 108
Critical Pedagogy and the Intersection of Hope. 116
Pedagogy within the Prison. 122
Conclusion. 125
CHAPTER 3: 127
RESTORATIVE HOPE AS A WAY OF BEING: HUMANITY AND THE QUEST TO BECOME ALONG THE INCARCERATION CONTINUUM 127
Introduction: Exploring Human-ness within Restorative Hope. 127
Humanity on Lockdown: Exploring Human Confinement through Ritual Performance. 129
Humanity Degraded: The Making of Condemned Selves. 131
Humanity Stripped. 134
Humanity Fragmented. 138
Be-ing Beyond Bars: Human Hope as a Way of Being, Becoming, and Being Seen. 141
Humanity as Resilient-I Am Because I'm Still Here. 144
Humanity as Authentic-I Am Because I Can Be Who I Am while Becoming Who I Will Be. 147
Humanity as Relational-I Am Because We Are. 153
Conclusion. 159
SEEING, KNOWING, AND DOING: RESTORATIVE HOPE ALONG THE INCARCERATION CONTINUUM. 160
Introduction. 160
Part 1: Hope and the Invitation for New Ways to See: Seeing as Multidimensional. 161
Resourceful Seeing: Mental Flexibility in the Midst of Adverse Circumstances. 163
Priority-driven Seeing. 168
Part 2: Overcoming the Prison Context: Restorative Hope as Knowing in the Dark. 171
Divine Encounters: Divine Being and Transcending Darkness. 174
Hope and Time: Future, Present, and Past. 179
Part 3: Ways of Doing: Generative Praxis along the Incarceration Continuum. 185
Generativity, Generative Hope, and the Emergence of Generative Praxis. 186
Generativity along the Incarceration Continuum: Asserting Generative Praxis in Motherhood. 188
Generativity on Lockdown: Fighting the Urge of Generativity Chill. 190
Conclusion. 196
RESTORATIVE HOPE PEDAGOGY. 198
CREATING SPACE FOR AUTHENTICITY, CONNECTION, AND RESILIENCE. 198
Introduction. 198
Part 1: Exploring Restorative Hope Pedagogy. 199
Part 2: Lockdown Pedagogy: Guilty Until Proven Innocent, Wrong Until Proven Right. 203
There Is Only One Way to Know: The Privileging of Rational Ways of Knowing. 204
One Only Knows When They Can Prove It: Burden of Proof. 206
To Know is the Only Right Way "To Be:" Human Valuation. 208
Part 3: Epistemology in Restorative Hope: In Favor of Multivariate Knowing. 209
Part 4: The Quest for Authenticity: Human Hope and Self-Authorship. 211
Human Hope: Authenticity as Self-Authorship. 212
In Search of Meaning: Been, Be-ing, and Becoming. 214
Authoring the Self-in-Contemplation with Self. 216
Metaphysical Knowing as a Resource for Communion with Self and God. 218
Part 5: The Quest for Connection. 221
Connection: Authoring the Self-in-Community with Others. 221
Connection: Restorative Hope as Relational Knowing. 223
Part 6: The Quest for Resiliency in Restorative Hope Pedagogy. 226
Critical Knowing as a Tool for Resiliency. 228
Embodied Resilience and Critical Knowing in Pedagogy. 233
Narratives of Hope, Exemplars of Hope, and the Practice of Hope-Imaging. 240
Vocation, Reflection, and the Practice of Discernment. 243
Spiritual Formation, Cooperation, and the Practice of Authenticity. 246
Communal Encounters, Hospitality, and the Practice of Community. 249
Rehearsing Agency, Improvisation, and the Practice of Risk-taking. 252
Conclusion. 253
CONCLUSION, IMPLICATIONS, AND FUTURE RESEARCH. 255
Implications for Restorative Hope: Building upon Previous Literature. 255
Restorative Hope as Holistic. 255
Restorative Hope as Rooted in the Here-and-Now and Not-Yet. 257
Restorative Hope as Creating Space. 258
Beyond the Bars: Implications for Education in Non-Carceral Settings. 259
Beyond the Dissertation: Directions for Future Research. 261
Beyond Research: Social Change in the World. 263
Being Hope: The Church as a Generative Agent of Social Change. 264
Conclusion. 268
TABLE 1. 280
APPENDIX A. 281
Oral Consent Script/Information Sheet. 281
Introduction and Study Overview. 281
Contact Information. 282
Consent. 283
APPENDIX B. 284
Oral Consent Script/Information Sheet. 284
Introduction and Study Overview. 284
Contact Information. 285
Consent. 286
APPENDIX C. 287
Semi-structured Interview Protocol. 287
APPENDIX D. 289
Focus Group Protocol. 289
APPENDIX E: Exploring Spirituality and Identity through Art Syllabus. 291
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