Immigrant academic mothers negotiating ideal worker and mother norms during the COVID-19 pandemic: Duoethnography as a co-mentoring tool for transformative learning

2022 ◽  
pp. 135050762110629
Author(s):  
Rajashi Ghosh ◽  
Sanghamitra (Sonai) Chaudhuri
Keyword(s):  
Transformative Learning ◽  
Lived Experiences ◽  
Work And Family ◽  
Social Forces ◽  
Personal Essays ◽  
Immigrant Mothers ◽  
Fine Grained ◽  
Relational Space ◽  
Family Identities ◽  
Ideal Worker

How are immigrant academic mothers negotiating the confounding terrains of work and family during the pandemic? How can they support each other in learning how to resist the prevalent notions of ideal working and mothering amidst the demanding schedule of working remotely and parenting? This study addresses these questions through sharing a narrative of how two immigrant mothers in academia challenged and began the journey of transforming their gendered work and family identities. Building on personal essays and 6 weeks of extensive journaling that reflected our positionalities and experiences of motherhood, work-life, and intersections between work and home during the pandemic, we offer a fine-grained understanding of how we helped each other as co-mentors to identify moments of our lived experiences as triggers for transformative learning. In doing so, we realized how duoethnography could be more than just a research methodology in helping us co-construct a relational space to empathize and challenge each other’s perspectives about our roles as mothers and professors and the gendered nature of social forces shaping those roles.

scholarly journals Working the second shift, settling in Canada and other struggles; narratives of working African-immigrant mothers in Toronto.

2021 ◽  
Author(s):  
Muno Mohamed Osman
Keyword(s):  
Social Reproduction ◽  
Extended Family ◽  
Labour Force ◽  
Labour Force Participation ◽  
Work And Family ◽  
Family Responsibilities ◽  
African Immigrant ◽  
Immigrant Mothers ◽  
Feminist Theories ◽  
Second Shift

This research study explores the experiences of working African immigrant mothers in accessing formal childcare services in Toronto. I start the study with an over view of the literature on the topics of access to childcare service and women’s labour force participation. I then review social reproduction and black feminist theories; the theoretical framework for my research. I also highlight the current state of childcare in Canada and how this affects African immigrant mothers who work. The study includes qualitative in-depth interviews with four such mothers who talk about their challenges and experiences in balancing work and family responsibilities in Toronto. The study found that the mothers are dissatisfied with several aspects of the childcare services they use or have used in the past. The mothers also face many struggles owing to patriarchal gender norms in their households and loss of extended family supports after immigration.

scholarly journals Beyond Formal Access: Organizational Context, Working From Home, and Work–Family Conflict of Men and Women in European Workplaces

2018 ◽  
Vol 151 (2) ◽  
pp. 383-402 ◽  
Author(s):  
Tanja van der Lippe ◽  
Zoltán Lippényi
Keyword(s):  
Family Conflict ◽  
Organizational Context ◽  
Work And Family ◽  
Work Family Conflict ◽  
Men And Women ◽  
Organizational Survey ◽  
Working From Home ◽  
Work Family ◽  
Ideal Worker

AbstractWorking from home has become engraved in modern working life. Although advocated as a solution to combine work with family life, surprisingly little empirical evidence supports that it decreases work–family conflict. In this paper we examine the role of a supportive organizational context in making working from home facilitate the combination of work and family. Specifically, we address to what extent perceptions of managerial support, ideal worker culture, as well as the number of colleagues working from home influence how working from home relates to work–family conflict. By providing insight in the role of the organizational context, we move beyond existing research in its individualistic focus on the experience of the work–family interface. We explicitly address gender differences since women experience more work–family conflict than men. We use a unique, multilevel organizational survey, the European Sustainable Workforce Survey conducted in 259 organizations, 869 teams and 11,011 employees in nine countries (Bulgaria, Finland, Germany, Hungary, Netherlands, Portugal, Spain, Sweden, United Kingdom). Results show that an ideal worker culture amplifies the increase in work family conflict due to working from home, but equally for men and women. On the other hand, women are more sensitive to the proportion of colleagues working from home, and the more colleagues are working from home the less conflict they experience.

Exploring My Images of Mathematics and Its Influence on Learning

2020 ◽  
Vol 11 ◽  
pp. 23-48
Author(s):  
Basanta Raj Lamichhane
Keyword(s):  
Mathematics Education ◽  
Transformative Learning ◽  
Learning Strategies ◽  
Lived Experiences ◽  
Quality Standards ◽  
Ethnographic Research ◽  
Transformative Learning Theory ◽  
Pedagogical Approach ◽  
Negative Images ◽  
Teaching Learning

The major aim of this paper is to explore my images of mathematics and its influences on my teaching-learning strategies. I have employed an auto/ethnographic research design to excavate my lived experiences largely informed by interpretive and critical paradigms. To generate field texts dialectical and historical-hermeneutic approaches have been used. The Habermas’ knowledge constitutive interest and Mezorows’ transformative learning theory were used as theoretical referents. The writing as a process of inquiry has been used to create layered texts through thick descriptions of the contexts, critical self-reflexivity, transparent and believable writing aiming to ensure the quality standards of the research. The research illuminates that most of the negative images of mathematics have been emerged by the conventional transmissionist ‘one-size-fits-all’ pedagogical approach. Likewise, it has indicated that to transform mathematics education practices towards more empowering, authentic, and inclusive ones, it must be necessary to shift in paradigms of teaching and practitioners’ convictions, beliefs, values, and perspectives as well.

scholarly journals Experiencing Transformative Learning: An Autoethnographic Journey through Ethical Dilemma Story Pedagogy (EDSP)

2019 ◽  
Vol 7 ◽  
pp. 227-244
Author(s):  
Kashiraj Pandey
Keyword(s):  
Cultural Heritage ◽  
Transformative Learning ◽  
Subject Matter ◽  
Ethical Dilemma ◽  
Lived Experiences ◽  
The Self ◽  
Research Participants ◽  
The Subject

I believe our cultural heritage has so much potential for creating new forms of knowing about the self, others, community, and environment while also revealing the interconnected spaces and realities that reside between cultures and people. The Nepalese heritage encompasses through a rich tradition of narratives in storying. For the purpose of present research, I composed two ethical dilemma stories and discussed them in classrooms with a critically reflective understanding of the subject matter where I utilised the local, lived contexts and characters from the Nepalese society. The results have shown that this study, with the use of ethical dilemma stories as a key tool to interact with the research participants, gave sufficient challenges and possibilities for transformative learning. Therefore, the aim of this paper is to explore the unification of my personal, professional, and cultural spheres that are focused on the importance of transformative learning using an autoethnographic methodology. The paper also tries to document my lived experiences through stories as the understanding of my own self, other selves, and cultures around me.

“I’ve always been the one who drops everything”: the lived experiences and life-course impacts of young adult women carers

2020 ◽  
Vol 4 (3) ◽  
pp. 331-348
Author(s):  
Marjorie Silverman ◽  
Shari Brotman ◽  
Marc Molgat ◽  
Elizabeth Gagnon
Keyword(s):  
Young Adult ◽  
Lived Experiences ◽  
Adult Women ◽  
Social Forces ◽  
Young Adult Women ◽  
The Past ◽  
Personal Stories ◽  
The Social ◽  
Women's Lives ◽  
The One

Based on findings from a Canadian-based study, this article examines the stories of young adult women carers. Young adult women caring for a parent or grandparent were interviewed using social network maps, participant-driven photography and care timelines. The findings reveal numerous impacts on the women’s lives, which we categorise according to three temporal periods: the past (how they came to be carers); the present (their daily realities of care); and the future (how they imagine what is ahead). We conclude with a discussion regarding the tensions between the women’s personal stories and the social forces that shape young women’s caring.

Transforming Students’ Global Knowledge and Perspectives through International Service- Learning (ISL): How U.S. University Agriculture Students Made Sense of their Lived Experiences Over Time

2016 ◽  
pp. 7-22 ◽  
Author(s):  
Richie Roberts ◽  
M. Craig Edwards
Keyword(s):  
Service Learning ◽  
Transformative Learning ◽  
Lived Experiences ◽  
Border Crossing ◽  
Theory Building ◽  
Global Knowledge ◽  
Agriculture Students ◽  
Department Of State ◽  
International Service Learning ◽  
International Service

University agriculture students are failing in terms of their general global knowledge. As such, the need exists to examine instructional techniques that may assist in overcoming this deficiency. One such approach is international service-learning (ISL). The purpose of the current study, therefore, was to explore the lived experiences of university agriculture students who participated in an ISL opportunity to Uganda, which was partially funded by a grant from the U.S. Department of State. The essence of participants’ lived experiences is best described as a transformative shift in their global knowledge and perspectives. The processes that foregrounded this shift are described through six themes of meaning: (a) contextual border crossing; (b) dissonance; (c) personalizing; (d) processing; (e) connecting; and (f) sustained relationships. Findings suggest students’ perspectives could be modified through ISL. Using Kiely’s (2005) transformative learning model for service-learning (TLMSL), recommendations are offered for research, theory-building, and practice.

scholarly journals Phenomenological Study of Bukidnon State University Graduate Student Scholars

2020 ◽  
Vol 2 (3) ◽  
pp. 373-411
Author(s):  
Lolita A. Dulay ◽  
Elvira Sumbalan
Keyword(s):  
Graduate Student ◽  
Lived Experiences ◽  
Phenomenological Study ◽  
Learning Experience ◽  
Work And Family ◽  
Graduate Degree ◽  
State University ◽  
Related Factors ◽  
Colaizzi's Method ◽  
Meaningful Experiences

This study explored the lived experiences of the Bukidnon State University Graduate student scholars in the Mindanao Regions during the School Year 2014-2020. The study delved into the scholars’ experiences in the six related factors, namely: students, BukSU faculty, BukSU administration, DepEd administration, work, and family. A phenomenological qualitative research design was employed. Twelve graduate student scholars were the participants of the study. The triangulation approach employing interviews, focus group discussions, and document review in the gathering of data assured the validity of the findings. Participants’ narratives on their lived experiences underwent transcriptions and analysis using Colaizzi’s method (1978). There were six (6) themes that surfaced-out from the lived experiences of the graduate student scholars, namely: Challenging yet, fulfilling Student-Learning Experiences; Satisfying Learning Experience with Well-rounded graduate faculty; Heart-warming learning experience with the BukSU Administration; Impressive support from the DepEd Administration; Pressured learning experience; and encouraging support system.  A model showcasing the meaningful experiences of the graduate scholars and the attributes of how these scholars succeed in the pursuit of a graduate degree came out from these emerging themes.

scholarly journals Daring in dance–Bachelor Students in Dance Developing Life Skills for the 21st Century

2020 ◽  
Vol 11 (2) ◽  
pp. 30-40
Author(s):  
Irene Velten Rothmund
Keyword(s):  
Transformative Learning ◽  
Learning Process ◽  
Lived Experiences ◽  
Life Skills ◽  
Dance Education ◽  
Fear Of Failure ◽  
Contemporary Dance ◽  
Embodied Experiences ◽  
Professional Dancer ◽  
Phd Thesis

Abstract This article investigates how to find connections between dance education and the development of life skills for the 21st century by interpreting students’ experiences of daring in dance. The article draws on a section of my PhD thesis that focuses on BA students’ lived experiences in modern and contemporary dance. The project is informed by hermeneutic phenomenology, and the material consists of eleven students log books and interviews. One of the main themes in the material is daring in dance, which is connected to a transformative learning process. In this article I dig more deeply into the embodied dimension of such learning process and discuss how the result of this process can be interpreted as developing life skills for the 21st century. The analysis shows that becoming a professional dancer is a vulnerable process, encompassing both fear of failure and learning to trust one’s own competencies. Several of these competencies point toward skills recognised as important to learning in the 21st century, such as flexibility, problem solving, self-direction and social skills. By focusing on everyday embodied experiences of daring in dance, this research provides one example of the development of life skills in higher education based in empirical research.

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