Teaching from a Place of Hope in Indigenous Education

Abstract

Teaching from a place of hope, as explored in this session, emerges from continuity, persistence and relationships. These characteristics are needed today, just as they were needed yesterday.

Self-Regulation of Learning and EFL Learners’ Hope and Joy: A Review of Literature

“…The results of research in this field show a positive relationship between the construct of hope and various variables, such as self-efficacy ( Fathi and Derakhshan, 2019 ), academic performance ( Chahkandi et al, 2016 ; Mellati and Khademi, 2020 ), life satisfaction ( Csizer and Lukacs, 2010 ), academic success ( Tsuda and Nakata, 2013 ), interest and motivation to continue education ( Papi, 2018 ), intellectual conflict ( Rose et al, 2018 ), general wellbeing ( Greenier et al, 2021 ), and resilience ( Ong et al, 2006 ), and its negative relationship with academic stress ( Derakhshan et al, 2021 ), school violence ( Dewaele and MacIntyre, 2014 ), and academic procrastination and self-disability ( Dornyei, 2011 ). A study by Chew and Vanessa (2017) also showed that the overall expectation of 44% of the variance, according to Snyder’s theory of hope ( Snyder and Lopez, 2007 ), is an active process in which people choose goals and try to achieve them by designing different paths. This basis seems to be related to the strategies that people adopt to achieve their educational goals.…”

“…Various studies ( Dale, 2003 ; Ong et al, 2006 ; Martin, 2014 ; Chen and Park, 2016 ; Chew and Vanessa, 2017 ; Gallagher and Lopez, 2018 ; Mellati et al, 2018 ) have shown that hope is associated with positive emotions, feelings of self-worth, academic performance, and motivation in language learners. The results of these studies showed that students who have a higher level of hope are at a high level in terms of the orientation of achievement and education goals ( Chen and Park, 2016 ).…”

“…Language learners with high hopes report confidence and strength combined with a sense of self-worth, greater educational value, satisfaction, and lower levels of depression. Language learners with lower hopes report more depressive symptoms, fewer interpersonal relationships, and less ability to forget mistakes ( Chew and Vanessa, 2017 ). They have less self-motivation and educational motivation than others ( Ong et al, 2006 ).…”

“…The importance of mental health in universities is valuable because it can be directly related to students’ academic achievement. Language learners’ life, unfamiliarity with the new educational environment, distance from family, lack of interest in the field of study, incompatibility with other people in the student living environment, and socio-economic problems can have a significant impact on their academic performance ( Chew and Vanessa, 2017 ).…”

Learning How to Hope: A Hope Curriculum

“…The singularity of the “I” is here contrasted to alternative concepts of “we” characterized by holistic societies; holisticism is the perception that something cannot be grasped independent of its context, parts cannot be separated from the whole. Indigenous groups, while by no means homogenous culturally, perceive hope as a collective good, a dynamic, powerful, and imaginative force connecting well-being in the natural–spiritual domain (Chew and Anthony-Stevens 2017; Durie 2001; Stewart-Harawira 2005). Indigenous ontology perceives of the interconnectivity of all existence in a matrix—all as a manifestation of matter or spirit, energy or material in a never-ending transmutation that cannot be grasped in single assessment.…”