Critical_Hope_in_Education.edited

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1 Critical Hope in Education Student’s Name Institution of Affiliation Course Professor’s Name Date

2 Critical Hope in Education Introduction In the field of education, there is a need for social justice and equity in providing all students with equal opportunities for success. Equality brings hope by ensuring everyone has the things they require to prosper. Hope is a passive way of eliminating education inequality since it drives teachers towards better serving their students and enhancing their possibilities. Similar to other gaps, such as wealth, achievement, and opportunity, a hope gap exists, manifested in a teacher's pedagogy and paradigm. Hope is essential in doing quality. The key aim of the following paper is to examine critical hope in education. What is Critical Hope? According to Strikwerda & Lalas (2021), hope is utilized to define a feeling or an emotion about a desire that something will happen in the future based on one's circumstances. Hope is usually accompanied by an action to bring about the needed change or placing efforts toward a desired goal. From a social-psychological perspective, critical hope involves three elements of true hope: material hope, Socratic hope, and audacious hope. Critical hope is essential in motivating students to find their success pathways. The first type of critical hope, material hope, represents the significant role that teachers play in the lives of the most vulnerable students. Teachers can determine the most socially and culturally responsive practices and resources for their students. They can carefully utilize critical pedagogy to connect students' lives with their surroundings realities and utilize them as motivation to learn. The second type of critical hope, Socratic hope, allows teachers and students to ask critical questions. The questions help identify the source of a societal issue and how it

3 impacts students, predominantly the minority. Socratic allows students to practice what they are taught. Thirdly, audacious hope inspires students and teachers to examine cultural and social inequalities, recognize them, and unite with minority students. Audacious hope rejects the oppression of the marginalized by viewing the struggles of others as personal struggles. The three types of critical hope implement that teaching and learning is not just a transfer of knowledge from teachers to students. It is driven by hope and a caring relationship between the teacher and students. “ Duncan-Andrade proclaims critical hope’s significance for an education that relieves undeserved suffering in communities” (Duncan-Andrade, 2009). How to Bring About Critical Hope in the Classroom Bringing about critical hope in the classroom is essential for education. In today’s schools, critical hope might be challenging to find due to the pressure faced by educators and students. There is a critical need to make critical hope more credible and present in the classroom. Educational institutions should teach students to understand the past legacies and learn from the present shortcomings. It will help foster students’ radical imagination and creativity to inspire them to strive toward a more equitable and just future. “To achieve critical hope, educators, have to combine material resources, like great teaching, with a fierce love for students demonstrated with actions, not words” (Schwartz, 2018). Teachers must first believe that they can achieve what they have never achieved before since students are watching them. Teachers should view their classroom as a microsystem and avoid aspects that may lead to racism over children's background. Educators should understand that students can make mistakes on the journey toward critical hope. However frustrating it will be, they should learn

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4 that about kids and remain hopeful. They should approach teaching as radical, which will heal the community, too. Teachers can engage students by asking them to reflect on issues they want to address to contribute to social change. Students would be able to discuss various issues that they would want to be addressed. Students will be able to navigate toxic stress successfully and are less likely to engage in self-harming behavior. Critical hope manifestation in teachers' paradigm influences their classroom practices and pedagogy. Teachers write assignments and tasks that prompt critical thinking and aspiration to be caring. Their lesson plans elicit community and humanizing practices sense. To ensure practical critical hope in the classroom, teachers take ethical and personal responsibilities of students. Educators should ensure students believe they can be successful in demonstrating their success in the classroom daily. Educators’ practical wisdom will ensure that the classroom is mind- expanding and life-sustaining to liberate mutuality by working together with students. Educators should also allow students to teach each other to illustrate the worth and value they bring to learning. Ways to Spread Critical Hope in the Classroom and Out into the Community “Critical hope reflects the ability to realistically assess one’s environment through a lens of equity and justice while also envisioning the possibility of a better future” (Bishundat et al., 2018). Educators should utilize critical hope and sustain their energy toward teaching students to create social change. It cultivates the understanding of community purpose and shared value. Critical hope lies in prioritizing our well-being and that of the community. According to Hooks (2003), educators should also spend time outside the classroom to teach the community a pedagogy of hope and work with students from diverse backgrounds. Individuals are encouraged

5 to engage in meditation, rest, hobbies, therapy, and prayer to protect their well-being and spread critical hope in the community. Critical hope is spread in the classroom and community by advocating for social justice. Social justice carries a rich grassroots and academic history. Social justice requires significant humility in the uncertain and unknown and listening to those you are collaborating with to spread community critical hope. Classroom learning is an effective pedagogy that serves community needs by teaching about social justice, equality, and responsibility. “Critical hope is a conceptual and theoretical direction and an action-oriented response to contemporary despair” (Grain & Land, 2017). Critical hope is enacted in the community through programs that promote social justice through learning and social change. Benefits of Spreading Critical Hope Critical hope ensures social justice promotion in the classroom and the entire community. Critical hope is a critical, creative pedagogy. It actively engages the contemporary challenges with the motive of identifying transformative solutions. It also helps students understand the past legacies, learn from present shortcomings, and identify ways to ensure an inspiring future. Educators can create persistent and courageous networks that provide mutual care and support the system where pedagogical prefiguration can flourish. “Critical hope pedagogy can help students better understand global challenges and imagine alternative responses to them” (Schwittay, 2023). Critical hope offers individual healing and helps people lead and take on today's and tomorrow's challenges. Critical hope is a cultivating dimension towards leadership development. It is an essential part of the leadership development process. It assesses an individual ability to assess their

6 surrounding through a justice and equity lens while focusing on ensuring a better future. Critical hope sustains individuals’ commitment, passion, and energy towards changes needed in society. As a result, spreading critical hope promotes positive social change and motivates students and the entire community on the possibilities for success. People collectively engage with each other in the ongoing struggle for equity and justice. Summary and Conclusion Social justice and equity are essential in education to provide all students with equal success opportunities. Hope is a passive way of discouraging inequality. Teachers focus on better serving their students and motivating them towards success. Hope is a feeling or an emotion that involves the desire that something will happen based on individual circumstances. Critical hope involves three elements. Material hope, Socratic hope, and audacious hope. These three elements motivate kids to identify their success pathways. To bring critical hope in the classroom, educators should teach students to understand past legacies and learn from present shortcomings. It may involve asking students to reflect on social issues they want to address that need urgent societal change. Educators should ensure that students are motivated and believe in themselves in attaining success. Critical hope can also be brought about in the classroom by engaging students in teaching each other to illustrate the worth and value they bring to learning. Critical hope can be spread in the classroom and out in the community by protecting our well-being and that of others. Advocating for social justice, responsibility, and equality will spread critical hope in the community. Programs tailored in promoting social justice through learning will help in enacting critical hope in the classroom and out to the community.

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7 The key benefits of spreading critical hope are promoting social justice, and seeking solutions to the contemporary society issues. It helps towards an understanding of past legacies and learn from current issues to ensure a inspiring future. It also offers healing to people by being able to take on challenges and identifying solutions and leadership development. In the following paper, it is evident that critical hope in education plays a significant role in classroom and the entire community and large.

8 References Bishundat, D., Phillip, D. V., & Gore, W. (2018). Cultivating critical hope: The too often forgotten dimension of critical leadership development. New directions for student leadership , 2018 (159), 91-102. Duncan-Andrade, J. (2009). Note to educators: Hope required when growing roses in concrete. Harvard educational review , 79 (2), 181-194. Grain, K. M., & Land, D. E. (2017). The social justice turn: Cultivating'critical hope'in an age of despair. Michigan Journal of Community Service Learning , 23 (1). https://doi.org/10.3998/mjcsloa.3239521.0023.104 Hooks, B. (2003). Teaching community: A pedagogy of hope. (No Title) . Schwartz, K. (2018). Why critical hope may be the resource kids need most from their teachers. Mindshift. KQED News , 51206 , 1-9. https://www.kqed.org/mindshift/51206/why-critical-hope-may-be-the-resource-kids- need-most-from-their-teachers Schwittay, A. (2023). Teaching critical hope with creative pedagogies of possibilities. Pedagogy, Culture & Society , 1-19. Strikwerda, H., & Lalas, J. (2021). Critical Hope as Vehicle for Equity: Examining Teachers’ Paradigm and Pedagogy. Journal of Critical Issues in Educational Practice , 11 (1), 2.

Critical_Hope_in_Education.edited

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