This study uses a modified life history approach to gain deeper insights into the lived experiences of three teachers who became mothers while serving in Jamaica. This study was conceptualized as a result of my experiences as a teacher who became a mother. I was desirous of investigating if other teachers who became mothers in Jamaica experienced similar personal and professional transformation as a result of motherhood. The use of a life history approach necessitates an exploration of the wider historical, familial, socio-political, cultural, and economic factors influencing the lived experiences of participants and the meanings they give to their experiences. Dominant themes highlighted in the data include: the ideology that the overarching goal of education in Jamaica is for social mobility and an escape mechanism from poverty. Becoming a mother has resulted in participants taking greater levels of interest in the holistic development of students, rather than only emphasizing their academic development as they did prior to becoming mothers. Participants also developed more empathy for parents and closer collegial relationships when they became mothers. Participants’ relationships with administration were two-fold; on one hand they lobbied for improvements to their working conditions which may have a positive impact on their family life; while on the other hand, they also cared more about self-preservation in order to adequately meet the needs of their families. Motherhood also provided opportunities for participants to become more involved in various social groups in their communities. Various socio-political and economic challenges in Jamaica resulted in participants migrating to a Prairie city with their families. However, living in a multi-cultural society where they are racial minorities has presented its own challenges. Participants are negotiating the notion of home and being outsiders.

Published Article / In this article we use the concepts identity, agency and social justice education as a lens to explore the role of life history research in the study of the interconnection between emerging teacher identities, critical agency and social justice education. By exploring the life history of a white woman pre-service teacher, this study foregrounds the use of life history research to help teacher educators to understand the contexts through which student teachers' identities are constructed, and how these identities feed into agency and a stance to bring about social change.

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