Te Atiawa Paake: Reflections on the playgrounds of my life

<p>This thesis is about constructing an indigenous autobiographical narrative of my life as an Aotearoa/New Zealand Te Atiawa Iwi Paake, adult, Maori woman teacher, claiming Maori/Pakeha identity. Three Maori theoretical approaches underpin the thesis: Kaupapa Maori; Mana Wahine, Maori Feminism; and Aitanga. Kaupapa Maori takes for granted being Maori; Maori language, te reo Maori; and tikanga, Maori cultural practices. Whakapapa, Maori descent lines and Pakeha genealogy connect with Maori/Pakeha identity. Mana Wahine, Maori Feminism, is about how Maori women live their lives and view their worlds. Aitanga relates to the distribution of power and Maori as active participants in social relationships. Eight decades of problematic, complex, multi-layered, multi-sited, multi-faceted life experiences of one Maori woman teacher are explored. Memories and events are presented through a metaphor of ‘play’ in a socially constructed milieu of power relationships, language and dialogic encounters reflected upon and analysed. Three main recurring themes of Whakapapa and Identity, Cultural Navigation and Cultural Flexibility, Resilience and Endurance, are woven into the thesis fabric.</p>

Te Atiawa Paake: Reflections on the playgrounds of my life

<p>This thesis is about constructing an indigenous autobiographical narrative of my life as an Aotearoa/New Zealand Te Atiawa Iwi Paake, adult, Maori woman teacher, claiming Maori/Pakeha identity. Three Maori theoretical approaches underpin the thesis: Kaupapa Maori; Mana Wahine, Maori Feminism; and Aitanga. Kaupapa Maori takes for granted being Maori; Maori language, te reo Maori; and tikanga, Maori cultural practices. Whakapapa, Maori descent lines and Pakeha genealogy connect with Maori/Pakeha identity. Mana Wahine, Maori Feminism, is about how Maori women live their lives and view their worlds. Aitanga relates to the distribution of power and Maori as active participants in social relationships. Eight decades of problematic, complex, multi-layered, multi-sited, multi-faceted life experiences of one Maori woman teacher are explored. Memories and events are presented through a metaphor of ‘play’ in a socially constructed milieu of power relationships, language and dialogic encounters reflected upon and analysed. Three main recurring themes of Whakapapa and Identity, Cultural Navigation and Cultural Flexibility, Resilience and Endurance, are woven into the thesis fabric.</p>

The everyday traumas of neoliberalism in women teachers’ bodies: Lived experiences of the teacher who is never good enough

A teacher’s ability to feel successful – some might even say good – in today’s education system relies on a particular conception of academic success. We argue neoliberalism, as it operates in education, is a normalized trauma enfolded in the individual and collective bodies of women teachers producing overwhelming feelings of never being good enough while also not feeling entitled to do what is right – in the moment – for the children they teach. But this is not new; women have historically been positioned as others through whom educational directives should flow without question. Using the lived experience of the first author, teaching in the south-eastern United States, we describe some of the tolls neoliberalism has on the physical and emotional well-being of the woman teacher body in the search of being good enough. We argue it is time for teacher education to become a feminist project where women have access to the intellectual and analytical tools to make sense of what is being done to them and to give testimony and be a critical witness of these everyday traumas that are being inflicted upon them, their students and others collectively in schools.

Orthodox Belief and Social Stigma in Sudha Murthy’s Novel Mahashweta

Among the various prolific writers of English in India is a name that does not need an introduction per se. Sudha Murthy is an immensely accomplished business woman, teacher, social worker and an author to reckon with. Feminism plays an essential role in women rights and Sudha Murthy’s novels are rich in dealing with it. This paper is an attempt to analysis Sudha Murthy's novel Mahashweta, a powerful text that tells the story of the female protagonist Anupama, who suffered from leucoderma after her marriage and how the social stigma marred her beautiful and confident personality temporarily not permanently because Sudha Murthy’s female characters suffer ,struggle under pressure to come out as polished diamonds. They survive the atrocities practiced against them.

OPELINA ROLLEMBERG: EDUCADORA PROTAGONISTA DA ENFERMAGEM SERGIPANA

The objective of this article is to present the professional trajectory of Opelina Rollemberg (1906-1966), considered one of the pioneers of Sergipe nursing, seeking to highlight the contributions of this nurse to the nursing training process in Sergipe and to discuss her professional contribution to the promotion health and in the historiographic context of Sergipe nursing. It is a documentary historical study, based on documentary and icnographic sources, as well as a bibliographic survey in scientific databases such as Scielo, Virtual Health Library (VHL)and Pubmed. Initially, there were vestiges of the history of his life, followed by the process of formation and professional activity in Brazil. She was a student at the Anna Nery School of Nursing, where she continued her teaching career at the School. However, it was invited by the National Department of Public Health to work in the State Public Health organization. When she returned to Sergipe, he contributed to the health care project guided by the National model. She was also the pioneer and manager of the first course of State Nurse-visitors. In this context it is possible to infer about a woman, teacher and nurse who has had her life dedicated to studies and has effectively contributed, as an educator, in the organization of public health sergipana and in other localities of the nation.

“Labor as freedom, labor as burden”: on the early period of women’s professional employment in Russia

This article discusses the emergence of the Russian working woman employed in skilled labor from the second half 19th century until the 1930s. In Russia, educated women entered the sphere of socially significant labor during the Great Reforms. The subsequent development largely explains the position of the working woman in modern Russia - hence the topicality of the present paper. Sources for this article are record-keeping documents of tsarist and Soviet institutions, statistical information, press materials as well as memoirs. Among the factors that influenced the formation of the Russian female working class in the pre-revolutionary period were a social movement for the development of female education, the emergence of special vocational schools for women, the Zemstvo reforms, industrialization and, eventually, World War I. The article shows changes in the nature of the employment of women after the 1917 Revolution. The authors document the rapid growth of women’s participation in all spheres of the USSR’s national economy in the 1930s, in particular health care, education, and work in the apparatus of state, party and economic bodies. As a result, during this period the professional traits of the three main types of Soviet female workers were formed: the woman-doctor, the woman-teacher and the womanfunctionary. At the same time, the authors come to the conclusion that Soviet rule brought no fundamental changes in the conditions of everyday life, so that the Soviet woman-intellectual turned out to be a “fighter of two fronts” - labor and domestic.

A study of woman employees in education sector with reference to tirunelveli district

Education is also becoming a commodity no longer reserved for children. Adults need it too. A woman plays an important role in education sector. The contribution of women workers are more in the education sector. In this study the focus is given to woman employees in education sector with reference to Tirunelveli District. The meaning of education, woman, teacher and education sector are discussed. Primary Data were collected from 100 respondents by questionnaire method. Secondary data also collected from various sources. The data were analyzed and make findings and suggestions of the st

Surviving Domestic Violence in an Indian-Australian Household: An Autoethnography of Resilience

This study explores how my personal experiences with domestic violence in my family have shaped my identity and my current self as an Indian-Australian woman, teacher, and researcher. Domestic violence touches many children and their families and affects their sense of identity and belonging as individuals and in their social spaces. An autoethnographical method is used to investigate my experiences within a domestically violent family and how it has shaped my identity as an Indian-Australian woman. The study reveals various themes including three themes that were noted to be the most significant: patriarchy in Indian culture, resilience, identity and belonging. The study reveals my ongoing struggle in a domestically violent household, feeling torn between protecting my mother and protecting myself. It offers insights into how cultural backgrounds, social frameworks and social values and beliefs may influence others and their development as a person.

The psychological genesis of the female-teacher’s vital space

The dissertation is devoted to defining genesis, psychological peculiarities, factors and regularities of potentials for the constitution of a female-teacher’s vital space as a dynamic integral entity. Conceptualized the creative creation of woman in the system of living space determination, which is considered as the integral formation of interaction of nonpersonal, personal, interpersonal, activity and daily measurements of women's life activity, which corresponds to the non-reflexive-reflexive continuum of personality potential. Measurement of everyday life (non-reflexive level) as the dynamics in the sphere of reflexive activity (personal, professional fields) outlines the limits of the living space of a person as a subject. The constitution of the vital space of a woman-teacher is considered as a derivative of the deep, physiological, anatomical and sociocultural ability of a woman to create (creation of life), in close interdependence of actual gender stereotypes, childbirth, creation of a family, professional (active) implementation and self-realization. The genesis of constituting a woman's living space is regarded as a process of life-creation, transcendence, overcoming the limit of their own possibilities, of existential elevation over passivity and the chance of its existence. The semantics of the concept of "world-creation essence of a woman" is determined by metatheoretical analysis of philosophical, psychological, theological, and historical studies on the problem of women's ability to create. A model for constituting the living space of a woman is created, taking into account the depth-psychological determination, archetype-role integrity and activity mediation. The vital space of a woman-teacher and deepened the idea of the sovereignty of the living space as a form of subjectivity, personal activity, manifested in the ability of man to control, to establish his psychological space are presented. The theoretical significance of the results of the study is based on the experimental verification of the idea of a harmonious combination of Anima and Animus as a source of creative energy for a woman-teacher in constituting a living space; in the conceptualization of the category "the living space of a woman-teacher" in connection with the architectural determination of the functions of personal creativity (world creation), which embodies a meaningful for the individual the measurement of the primary doping of the truths, the constitution of which is provided by the transcendental subjectivity. It is stated that the predominance of androgyny in women as the most productive and harmonious state for the realization of their potential in all spheres of their life-giving activity. However, high levels of anxiety, internal conflict, rigidity of the psyche and behavior are destructive factors that offset the creative potential of the individual and his ability to create his or her living space. For the first time, it has been determined that the women of the scientific and pedagogical sphere of activity are dominated by the androgenic type of gender identity. For the first time, it has been experimentally proved the need to update the masculine qualities of the woman's personality androgynous type to reduce the level of anxiety, conflict, rigidity and increase the creative potential of the subject; determined levels of creativity, anxiety, conflict, rigidity / lability among female teachers depending on the presence or absence of children, marital status (married, unmarried, divorced, widow), age periodization and place of residence and work (rural schools, city schools, university). The interdependence of the constitution of female-teacher’s vital space in connection with the peculiarities of the formation of professional self-consciousness is determined. The psychological model of the optimal harmonious living space of a woman is constructed. The three-factor structure of the constitution of the living space of a woman, presented by the following factors: "expansive creative activity", "manipulative-regressive femininity", "projective-anxiety control", is developed. The conceptual model of the creative creation of a woman is realized. The regularities and tendencies of the ability to constitution a woman's own living space in the conditions of purposeful psychological influence on the model of genetic-oriented psychotherapy are revealed.