The aim of this thesis is to explore understandings about hope within the experience of trauma for women from refugee communities. In spite of intense focus on the three discourses of hope, trauma and refugees, no consensus exists within any of them. All are fractured by tension, conflict and incongruity that reflect historical, present and perceived future imperatives. Any endeavour to coalesce understanding about the significance of hope within trauma for refugees will be characterised by this complexity. Consequently, secondary research was undertaken within each discourse, and a constructive framework for the facilitation of hope for refugee communities is proposed. A Hermeneutic Social Ecological Framework for trauma is developed that facilitates the understanding of the interdependent relationships between individuals and the multifaceted social ecological environments in which they exist. As interpretations of hope are diverse within the disciplines of philosophy, religion, psychiatry, psychology, the health sciences and social work, these are outlined to reveal perspectives of hope that range from overt optimism, to acknowledgement of its fundamental significance, to ambivalence and to a negative assessment. The biomedical model of trauma encompassing definitions of trauma, resilience, posttraumatic stress and posttraumatic growth is also critically discussed. Historically, refugees have been viewed with concern, indifference and animosity. This research provided an opportunity for the voices of eight refugee women from Bosnia, South Sudan and Sri Lanka now living in Australia to be heard. In depth interviews were undertaken with the women and their narratives were analysed using hermeneutic phenomenological analysis. The findings indicated that hope can underlie and transform experiences of trauma. For these refugee women, hope can constructively be understood as differentiating between hopefulness and hope objectives that were both facilitated by perseverance through reciprocal relationships. However, trauma casts dark shadows across life that is interpreted through reflections of

Hope within Trauma for Refugee Women: Whispers and Echoes through Shadows and Reflections

1. Introduction 2. What selves are 3. Exploring selves 4. The emotional self 5. Self-concept: self-esteem and self-confidence 6. The self as moral character 7. Self-respect 8. Multicultural selves 9. Self-pathologies 10. Self-change and self-education.

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The Self and its Emotions

Longitudinal study of student engagement patterns is relatively rare but sheds useful light on the factors that contribute to different levels of student engagement in school and its role in student achievement. This chapter uses data from a New Zealand study to focus on changes in ­student engagement patterns between the ages of 10 and 16, to show (a) the range of individual trajectories of student engagement that lie behind overall declines, and (b) how these different trajectories are related to differences in competency levels and to activities and relationships outside school in ways that compound the patterns of engagement in learning in the school environment and vice versa. Looking at student engagement longitudinally raises the question of whether decline in student engagement levels overall is related to transitions between schools or occurs more as part of general human development that may be better supported by different learning opportunities than schools currently provide. The chapter ends with the case for more longitudinal research into the nature and role of student engagement across different schooling contexts.

Trajectories and Patterns of Student Engagement: Evidence from a Longitudinal Study

Most group dynamics researchers, understandably enough, have been more concerned with group-level processes than with the needs and feelings of individual group members. Thus, while many important structural and dynamic group phenomena have been identified-social facilitation, rejection of deviants, coalition formation, creation of leadership and status hierarchies-relatively little is known about the needs that cause individuals to join groups in the first place and that give groups so much power over their members. Presumably, individuals join groups and yield to group demands because group life offers certain rewards which cannot be obtained easily or at all in nongroup settings. We know intuitively that being rejected by attractive groups or consigned to low-status positions within them is psychologically painful, but most group researchers have taken this for granted rather than attempting to explain it. In the present chapter we consider how loneliness, an emotional state that arises when certain social needs go unmet, may be related to group life.

Loneliness, Sex-Role Orientation and Group Life: A Social Needs Perspective

Higher education (HE) is a global enterprise Its success (or failure) is integral to and a powerful indicator of the knowledge-producing and talent-attracting capacity of nations But, the landsca

Reshaping the world order of higher education: the role and impact of rankings on national and global systems*

The philosophy of Jean-Paul Sartre

"Husserl had captured me, I saw everything in terms of the perspectives of his philosophy," wrote Sartre of his conversion to Husserl's phenomenology. In the present volume Cumming analyzes Sartre's transformation of Husserl's phenomenological method into a rudimentary dialectic. Cumming thus provides an introduction to phenomenology itself, and more generally to the ways in which debts to previous philosophies can be refurbished in later philosophies. He shows how phenomenology, which for Husserl was a theory of knowledge in which "we can always presume sincerity," becomes for Sartre a theory in which imagination, self-deception, and role playing are crucial. Cumming also shows that conversion is not merely a personal predisposition of Sartre's-further manifest in his later conversions to Heidegger and to a version of Marxism. Conversion is also philosophical preoccupation, illustrated by the "conversion to the imaginary" whereby Sartre explains how he himself, as well as Genet and Flaubert, became writers. Finally, Cumming details how Husserl's phenomenological method contributed both to the shaping of Sartre's style as a literary writer and to his theory of style.

Robert Denoon Cumming

Papers

The philosophy of Jean-Paul Sartre

Method and Imagination

Phenomenology and deconstruction

Human Nature and History: A Study of the Development of Liberal Political Thought

Euthyphro Apology and Crito and the Death scene from Phaedo