The College World Reporter
September 2010
Ruminations on Hope
By Dr. Azadeh Osanloo, Ph.D.
Sometimes working for equity and justice is hard work. Well, there are a lot of times it is difficult. There are times when students dislike what I am saying, there are times when I am personally attacked, and there are times when I have to prove on the front end that my thoughts and work are valid, while others have that privilege from the onset. During these times I try to remember the importance of hope.
The recent few years have been marked by a discourse, spirit, and politics of hope. This spur was in part brought on by the elocutions of hope in President Obama’s recent election. Aided through Obama’s speeches, hope had transcended its lexical status, to an inculcation of a spirit that enraptured multiple generations of people from various socio-cultural and ethnic backgrounds. Ruminations on hope were evident in his book, The Audacity of Hope, to the Barack Obama “Hope” Poster, and to Oprah Winfrey’s “it feels like hope won” sentiment upon Obama being elected. Obama’s pan-political use of “hope” became a form of linguistic currency used to forge the minds and actions of reinvigorated citizens. Hope is being explored in a new and revitalized way that includes an authentic dimension of thinking and acting with regards to hope, or a hope neo-act. However, while many feel uplifted by the essence of Obama’s “hope,” his presidency has been and continues to be marred by racist discourse and semiotics.
Parallel to the resurged status of hope is the upsurge of overt incivility imbued with insensitivity, racism, and disrespect aimed at our President. A few examples of this incivility include, a congressman openly accusing President Obama of being a liar during a joint session of Congress, grotesque cartoon depictions of his family as monkeys, racist tirades aimed at his religious beliefs and Arabic name, or unfounded questions regarding his origin of birth. Regardless of the abundance of incivility, the erudition of hope as a keystone of Obama’s campaign was operationalized as a powerful tool to join people under a common goal. The ability of his campaign to operationalize hope was a forceful example of hope and action working in tandem. Heralding hope amidst incivility is not only fruitful for the progressive politician, but also for the progressive educator.
Obama’s campaign and election were not the first time that hope had been used as a conduit to motivate a collective consciousness. In educational theory, Paulo Freire used the concept of hope to underlie his thoughts on the task of the progressive educator. As Freire (1999) stated:
One of the tasks of the progressive educator…is to unveil opportunities for hope, no matter what the obstacles may be. After all, without hope there is little we can do. For hope is an ontological need…the attempt to do without hope in the struggle to improve the world, as if that struggle could be reduced to calculated acts alone, or a purely scientific approach, is a frivolous illusion (p. 9).
Freire believed that without hope, we are hopeless and cannot begin the struggle to change as hope is based on the need for truth as an ethical quality of the struggle. During times of trouble and forlorn, I remember that hope is an ontological need; something that my being needs. Today, I have hope. And tomorrow I will too.
Reference:
Freire, P. (1999). Pedagogy of hope: Reliving pedagogy of the oppressed. New York,
NY: Continuum Publishing.
About Azadeh Osanloo, Ph.D.: Before joining the faculty at New Mexico State University, Dr. Osanloo received her doctorate in the Educational Leadership and Policy Studies Program, specializing in the Social and Philosophical Foundations of Education at Arizona State University. Her research addressed civic education in a post 9/11 climate focusing on the concepts of democracy, cosmopolitanism, xenophobia, and citizenship from theory to praxis. Prior to being in Arizona Dr. Osanloo taught in the New York City public schools working primarily with junior high school students in the South Bronx and jointly was a program director at the Harlem Educational Activities Fund – a not-for-profit that specialized in closing the gap between educational attainment and disenfranchised students. In general, her research agenda focuses on issues of educational equity, educational leadership and policy, the philosophical foundations of education, issues of race, class, and gender in education, diversity, multiculturalism, and social egalitarianism.
Contact Information:
Email: Azadeh@CWRMagOnline.com
Blog: CWRArabAmerica.WordPress.com
