ARTIST STATEMENT:

​

“Staci, you know I have met 26 researchers in my 27 years of life. You are my 26th, you are different, you are unique. You did your research with us. You said you would return to write a paper with us. You returned. All the researchers, I have met want something from me, translation, interpretation, and/or connection to my community,” Abdi, refugee living in Kakuma Refugee Camp.

    

Far too often refugees are being researched on, whereas the purpose of this proposal is to research with refugees and host community while exploring the ways refugee and host community youth in a higher education context can become producers of research, knowledge and Arts. Frequently, researchers unintentionally impose their own worldview and/or normative view on the results of their studies. This leads to a limited definition of the participants’ experiences. In contrast, I propose to continue to do my research with youth (18-35) and co-produce research and artwork that is multi-lingual and culturally responsive.

 

My conceptual framework and research focus on the pedagogy of hope (Freire, 1994; Duncan-Andrade, 2009) while working alongside refugee youth. The pedagogy of hope is the practice of teaching that uses a critical theory lens to address unjust systems through meaningful dialogue and empathic responses (Martin, 2018). This pedagogical approach allows both the student and teacher to interrogate the problem and offer empathic solutions that are respectful of the culture and the context.

 

My art practice stems from digital, mixed media bookmaking, and storytelling. Currently, I am working with how drawings, quotes, and the act of receiving the drawings evoke hope in individuals (youtube). These drawings will be developed into a digital book. The bookmaking and storytelling are a collaborative art-making project. It is based on psychosocial peacebuilding education curriculum that I have developed and have applied in 4 different countries (Jamaica, Nepal, South Africa, and Kenya). All three projects are based on a collaborative inquiry, with critical thinking that enhances cultural identity, voice, and vision of the community. The core elements of the course: Book-making/Journaling, Doll-Making, Story-Making/Story-Telling, and Co-creating Solutions (youtube).

 

The research method that I apply is Speaking for Ourselves Action Research ([SOAR] Martin et. al, 2018; 2020). This is participatory action research that positions the impacted community as experts and knowledge producers. SOAR seeks to speak with participants, not for them (Martin, 2018). My work around the globe is to share this technical knowledge to purposefully shift authority to communities, so that they have ownership over decisions that are culturally responsive and relevant.

 

My practice co-creates spaces that are working with, for, and led by communities to have their voice, through co-researching, co-presenting (e.g., Martin & Umubyeyi, 2019), and co-publishing in academic papers (e.g., Martin et. al., 2019). As a learner, artist, and researcher without collaborating with participants in the research process and the writing itself, “their voices will be muted in the academic language describing them and the dominant narrative that disempowers them” (2019, p. 123).