Hope as Strategy

Theoretical Perspectives

Hope as Strategy: The Effectiveness of an Innovation of the Mind . . .

Philosophical Background

Clearly articulating your philosophical background helps to situate the positional of the researcher. The theoretical perspective should align with the methodology, methods, and research questions (Koro-Ljungberg, Yendol-Hoppey, Smith, & Hayes, 2009; Crotty, 1998). My critical stance is rooted in the epistemology of Subjectivism. For the subjectivist, knowledge is formed in the mind (Crotty, 1998). Ontologically I have taken the position of Idealism. This is the position that truth can be constructed (Gutek, 2004; Crotty, 1998) and therefore change is possible. However, it is important to this research, methods and findings, that I have adopted the position of both definitions of ontology, that of being and becoming (Gray, 2013; Crotty, 1998). Action research is cyclical, reflective in practice, and requires an action to be taken and studied (Ivankova, 2015; Mertler, 2014; Mills, 2011). I view action research as a vehicle of praxis that spans the expanse between being and becoming.

Philosophical Alignment

Ontology: Idealism
Epistemology: Subjectivism
Theoretical Perspective: Critical inquiry
Methodology: Participatory Action Research
Methods: Mixed-Methods
Educational Philosophy: Reconstructivism

Theoretical Framework: Ecological Systems and Hope Theory

To examine the complexity of the systems we are subjected to I adopted Bronfenbrenner’s (1994; 1977) Ecological Systems Theory (EST). As a model of child and human development, EST has been widely used in the learning environments of school (Burns, Warmbold, & Zaslofsky, 2015; Tynan, Somers, Gleason, Markman, & Yoon, 2015; Wicks & Warren, 2013; Brendtro, 2006; Bronfenbrenner, 1994). There are five nested systems in EST that are situated in proximal processes to the individual (Bronfenbrenner, 1994; 1977). From innermost to outermost these are microsystems, mesosystems, exosystems, macrosystems, and chronosystems. The first four systems are thought of as nested contexts that are bound together with the fifth aspect of chronosystems which represents time. Microsystems are thought of as those that take place daily and are in direct contact with our immediate environment. Mesosystems are those in which the various microsystems interact in. Exosystems are those that a person participates in but has indirect contacts. Macrosystem represent larger cultural context that the individual is situated in. Finally, chronosystems represent major life events that occurs over larger timespans (Bronfenbrenner, 1994).

Nested EST Diagram

Hope and Hope Theory to

Navigate the Ecological Systems

Hope has been described as an ontological requirement for educators working in communities of poverty (Freire, 2014). Webb (2013) regards hope as the central theme of human existence. There is a growing body of research that suggests that hope is an important factor in student academic achievement (McCoy & Bowen, 2015; Lopez, 2013; Webb, 2013; Bullough & Hall-Kenyon, 2012; Sheehan & Rall, 2011; Lopez, 2010; Duncan-Andrade. 2009). Hope Theory (HT, Snyder, 2002) argues that hope is “the perceived capability to derive pathways to desired goals, and motivate oneself via agency thinking to use those pathways” (p. 249). Goal setting is a central focus of HT (Sheehan & Rall, 2011; Snyder, 2002). Pathway is the act of making and committing to plans to reach your goals. Agency is how energies are directed towards your goal and the resolution to achieve it. Pathway and agency do not exist on their own, rather they interact with each other during goal attainment.

“The self-fulfilling prophecy is, in the beginning, a false definition of the situation evoking a new behavior which makes the originally false conception come true.”

—Robert K. Merton (1948, p. 195)

EST and HT Theoretical Alignment

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