Book Summary: This volume offers an overview of the latest research on perinatal adaptation among women who have faced trauma, loss and/or adversity, both in childhood and/or as an adult, and describes the varied trajectories of adaptive and maladaptive coping that follow. The range of outcomes considered span from health-limiting (e.g. mental illness, substance use, unhealthy life style behaviours) to health-promoting (e.g. resilience and posttraumatic growth). These outcomes are examined both in relation to mothers’ experience of motherhood and parenting, and with regard to their children’s lives. Interpersonal trauma, experienced in childhood and/or or adulthood, can have a profound effect on how women experience the transition into motherhood – from pregnancy, to childbirth, and postpartum caregiving. Women across the globe are exposed to high rates of interpersonal violence, and face the physical and emotional consequences of such events. The shift into motherhood is an emotionally evocative period in a woman’s life, entailing not only challenges, but also the potential for healing and growth. Individual chapters will present state-of-the-art research, and will also highlight the voices of women who have personally experienced trauma, illustrating the effects on their experiences as mothers. Throughout the book, the consistent emphasis is on clinical implications and on ways that providers can create a context for healing and growth with the help of current evidence-based and promising treatment methods.

My major work, ‘The Hum of Concrete’, is a novel that takes the form of a series of stand-alone stories or meditations. It has five main characters, all women, and is set in Malmö, Sweden. The city itself plays a part in the narrative. The characters include Nassrin, a Muslim cleaner; Rhyme, a troubled street kid; Bodil, a middle-aged doctor; Estella, a black postie and Susanna, a lesbian teacher for immigrants. Each main character is presented in three stories, initially as a young woman and later as a partner and then mother. Nassrin walks into the sea fully clothed with her new baby in her arms because she cannot cope with the fact that the child is of indeterminate sex. Rhyme spends the lead up to Christmas on a park bench and is offered ten dollars for a blow job. Bodil arranges her mother’s last birthday party while coming to terms with being pregnant with her first child in her forties. Estella tries in vain to write a sexy story stumbling into new realms of her own sexuality as she does her research. Susanna is thick-skinned and stands between the violent boys and a fight. The stories in ‘The Hum of Concrete’ are stories of loss and lust, of grief, happiness, love and despair. They represent the diversity of life for women and mothers in the city today. The minor component of the thesis, an exegetical essay, is a reflection on writings about motherhood: my own as well as others. Motherhood is an aspect of life that most women (and many men) take very seriously. However, motherhood must be balanced against work and other family commitments, relationships outside the family and other fulfilling personal activities. The exegetical essay argues for the diversity and complexity of mothering by focusing on fictional mothers who struggle with some part of motherhood, whether it be pregnancy, labour, bonding with infants or coping with children as they grow older. To what extent is a mother defined by her motherhood? Is a mother only a mother? The essay discusses a selection of texts that have influenced my own novel in one way or another. My interest in working mothers includes mothers who are writers. I discuss the concept of maternal feminism and draw on my Swedish background to explore the complex relationship between childrearing and work, showing how this relationship can differ between cultures in the Western world, depending on the support structures available to mothers. The essay explores the process of writing as a mother as a specific case of the challenges that face working mothers. Finally, I suggest that love between mother and child as well as realistic expectations might be key components when successfully balancing mothering. / Thesis (Ph.D.) -- University of Adelaide, School of Humanities, 2007

<p>Advancement in education has ensured that there is parity in terms of enrolment for both females and males at tertiary institutions. However, women students continue to face challenges to advancing in education. Given that South African society remains highly gendered and that universities are historically male-dominated sites that do not necessarily cater for the particular&nbsp / needs of women (or children), one area of challenge may relate to having to balance parenting roles with the demands of being a student. For example, at the University of the Western Cape (UWC), students with children are prohibited from access to the residences, leaving them with no option but to seek alternative accommodation, where they can remain with their babies or look for childcare support from their relatives. While there is a growing body of work on the experiences of school-going pregnant and parenting learners, there is little work in the South African&nbsp / context of the experiences of women who are both parents and students at tertiary institutions. Since the national education system clearly supports and encourages life-long learning, an investigation into the conditions and experiences of learning for parenting students is important. The focus on women students was motivated by existing findings that show how normative gender roles persist and that women continue to be viewed as the primary nurturers with respect to the care of children. The purpose of this study was to explore the experiences of&nbsp / motherhood among young female students at UWC. The study was situated within a feminist social constructionist framework and a feminist qualitative methodology was employed. Two or more interviews were conducted with a group of eight participants, selected by convenient sampling, and aged between 18 and 30 years, each with a child or children under the age of five&nbsp / years. Interviews were conducted at the participants&rsquo / choice of location and at a time that was convenient to them. All interviews were audio-recorded and the tapes were kept safely in the researcher&rsquo / s home. All standard ethical procedures for research with human subjects were followed. Data was transcribed verbatim and a qualitative thematic analysis was conducted. Key themes were elucidated and data presented thematically. The key challenges cited included time management, self motivation and the social demands of being a mother. These tend to have&nbsp / adverse repercussions on academic excellence. The analysis revealed that though the young women are allowed to return to universities after becoming mothers, they face many challenges&nbsp / in trying to balance motherhood and the demands of schooling. Furthermore, the findings highlight the tension and ambivalence experienced by participants as they negotiate the social and cultural expectations of motherhood and their personal reality, in meeting the demands of motherhood as student mothers. In their struggle to meet the social and cultural expectations of&nbsp / motherhood, they placed tremendous emotional and physical stress upon themselves which manifested as guilt, physical exhaustion, psychological stress, physical illness and the desire to&nbsp / &nbsp / leave studies notwithstanding the value they attached to it. Although the participants challenged these expectations in various ways, the underlying nuances when they recounted their&nbsp / experiences, remain embedded in these societal and cultural expectations. However, in voicing their experiences, it was clear that they were not always simply accepting the status quo but at&nbsp / &nbsp / &nbsp / times challenging it, and thereby deconstructing the myths of motherhood that are so salient in current social and cultural contexts. The study also found that student mothers at UWC, at least&nbsp / &nbsp / on the basis of this small sample - do not appear to receive sufficient support on campus (physically, materially and emotionally). The study&nbsp / concludes that this group of student mothers face serious challenges as mothers and&nbsp / students and, further, that these challenges are exacerbated by the continued social expectations of women to be &lsquo / perfect&rsquo / mothers which, together with the material gender inequalities in sharing parenting care, could impede effective academic studies. The study recommends that universities play a stronger role in alleviating the challenges for&nbsp / &nbsp / such students. In addition, it recommends that more research be conducted in the area, possibly longitudinal studies, as well as studies that may be more generalisable.</p>

The purpose of this study was to come to a greater understanding of the experiences of birth mothers of children with FASD since the birth of their child. The principles of feminist research practice were utilized throughout in order to give a voice to the women who participated in the study. The research followed the general guidelines to conducting hermeneutic phenomenology outlined by van Manen (1990). Purposeful sampling was used to recruit four birth mothers of children with FASD who have been involved in the mothering of that child. Data was generated through three semi-structured interviews with each participant, including a hermeneutic interview in which the women participated in the process of interpretation. Data was analysed using selective, detailed and wholistic methods and through the process of writing and re-writing (van Manen, 1990).<p> The results focus on the social and emotional experiences of the women who participated in the study. The experience of being a birth mother of a child with FASD is represented in a discussion of four main themes: Living with the Past: Self-Forgiven, yet Always Present; Living with Others: Judgement and Understanding; Living with the Self: Unworthy and Unfit; and Living with Ambivalence: Mothering as a Birth Mother. The implications of this research in relation to the understanding of the experiences of birth mothers of children with FASD and potential supports are discussed.

The purpose of this study was to come to a greater understanding of the experiences of birth mothers of children with FASD since the birth of their child. The principles of feminist research practice were utilized throughout in order to give a voice to the women who participated in the study. The research followed the general guidelines to conducting hermeneutic phenomenology outlined by van Manen (1990). Purposeful sampling was used to recruit four birth mothers of children with FASD who have been involved in the mothering of that child. Data was generated through three semi-structured interviews with each participant, including a hermeneutic interview in which the women participated in the process of interpretation. Data was analysed using selective, detailed and wholistic methods and through the process of writing and re-writing (van Manen, 1990).<p> The results focus on the social and emotional experiences of the women who participated in the study. The experience of being a birth mother of a child with FASD is represented in a discussion of four main themes: Living with the Past: Self-Forgiven, yet Always Present; Living with Others: Judgement and Understanding; Living with the Self: Unworthy and Unfit; and Living with Ambivalence: Mothering as a Birth Mother. The implications of this research in relation to the understanding of the experiences of birth mothers of children with FASD and potential supports are discussed.

<p>"We Can Learn to Mother Ourselves": The Queer Survival of Black Feminism 1968-1996 addresses the questions of mothering and survival from a queer, diasporic literary perspective, arguing that the literary practices of Black feminists Audre Lorde, June Jordan, Alexis De Veaux and Barbara Smith enable a counternarrative to a neoliberal logic that criminalizes Black mothering and the survival of Black people outside and after their utility to capital. Treating Audre Lorde and June Jordan as primary theorists of mothering and survival, and Alexis De Veaux and Barbara Smith as key literary historical figures in the queer manifestation of Black feminist modes of literary production, this dissertation uses previously unavailable archival material, and queer of color critique and critical Black diasporic theoretical approaches to create an intergenerative reading practice. An intergenerative reading practice interrupts the social reproduction of meaning and value across time, and places untimely literary moments and products in poetic relationship to each other in order to reveal the possibility of another meaning of life. Ultimately this dissertation functions as a sample narrative towards the alternate meaning of life that the poetic breaks of Black feminist literary production in the queer spaces of counter-cultural markets, classrooms, autonomous publishing collectives make possible, concluding that mothering is indeed a reflexive and queer way of reading the present in the service of a substantively different future in which our outlawed love survives.</p> / Dissertation

This study scrutinizes the mothering experiences of professional women living in istanbul. It is about class based mothering experiences of professional women, who are being influenced from both mothering and professionalisation ideology. It analyses many different aspects of mothering experience starting from the pregnancy period to the decision making about the socialization of children through their relation with the changing understanding of control on mothering experience. It is argued that professional understanding of mothering necessitates being successful and this necessity is supported by the mothering ideology assigning women as the primary responsible parent from child caring. Professional women, who have been considered as advantageous because of both their class positioning and professional role in the labor market, continue to experience the burden of the gendered structure of parenting. On the other hand, they have an active role in the reproduction of gender and class based structure.

Researcher focused on the phenomenon that how schools and society had made parents to contribute more efforts on their children¡¦s education to promote the education effects. From gender perspective, researcher discovered that the role of volunteering mothers had strengthened the traditional gender division of labor ideology. Researcher also found that the main reason for the volunteering mothers to join the services in elementary schools is to help their child and most of them came from middle class families. For those women who had left their career because of the conflict between family and work, to join the volunteer services can help them maintain the self-identity and sense of achievement. The main consideration among choosing volunteer works is whether the time will be mach up with family care and expertise their own interests. The school administrations think that the value of the volunteer women is not only increased school human sources, but also made a good example for the students. However, parts of the volunteering mothers in school with strong selfish motives had caused conflicts between mothers and teachers because of privileges and unfair attitude. Researcher concluded that the participation of volunteering mothers in elementary school campus is not only helpful to the child but also can increase the individual value and the social welfare. However, it may also deepen the inequality in sex distinction and education unfair.

This study deals with the meanings and conditions of motherhood for some Muslim women in Sweden, the majority of which live in Stockholm. The analysis is based mainly on 16 in-depth interviews with women who self-identify as Muslims. A majority of them were born in Sweden. In this study, motherhood and mothering are defined as intentional care work situated within, and shaped by, specific social, cultural and historical contexts. I examine which gendered, religious and spatial meanings are associated with mothering and Muslim identity in a Swedish transnational context. The analysis shows that religion (for most of the women) constitutes an interpretational frame for motherhood and for how children should be mothered into good Muslims and citizens. The women represent Islam as a facilitating religion by making a distinction between religion and culture. The study also shows how the women approach the problem of maintaining the children’s Muslim identities and their self-esteem in a secularized and islamophobic Swedish context, and how they stress the importance of the child developing a strong inner self. Based on the women’s own experiences of having been singled out as different, they respond to a racist logic associated with certain norms and conceptions about what counts as freedom or oppression. The interviews also reveal a transnational aspect of their mothering in which they consider what other places can offer their children. The thesis shows on the one hand how an authentic Muslim identity is related to ideas about Muslim places and origins; on the other hand it demonstrates how the women’s ambivalent affinities with Sweden, and (what they consider to be) Swedish and Muslim values, destabilize such an unambiguous connection. These ambivalent identifications show how the women’s conditional affinities become relevant for how they speak about motherhood and mothering and for how they relate to questions concerning “the good of the child”.

<p>Advancement in education has ensured that there is parity in terms of enrolment for both females and males at tertiary institutions. However, women students continue to face challenges to advancing in education. Given that South African society remains highly gendered and that universities are historically male-dominated sites that do not necessarily cater for the particular&nbsp / needs of women (or children), one area of challenge may relate to having to balance parenting roles with the demands of being a student. For example, at the University of the Western Cape (UWC), students with children are prohibited from access to the residences, leaving them with no option but to seek alternative accommodation, where they can remain with their babies or look for childcare support from their relatives. While there is a growing body of work on the experiences of school-going pregnant and parenting learners, there is little work in the South African&nbsp / context of the experiences of women who are both parents and students at tertiary institutions. Since the national education system clearly supports and encourages life-long learning, an investigation into the conditions and experiences of learning for parenting students is important. The focus on women students was motivated by existing findings that show how normative gender roles persist and that women continue to be viewed as the primary nurturers with respect to the care of children. The purpose of this study was to explore the experiences of&nbsp / motherhood among young female students at UWC. The study was situated within a feminist social constructionist framework and a feminist qualitative methodology was employed. Two or more interviews were conducted with a group of eight participants, selected by convenient sampling, and aged between 18 and 30 years, each with a child or children under the age of five&nbsp / years. Interviews were conducted at the participants&rsquo / choice of location and at a time that was convenient to them. All interviews were audio-recorded and the tapes were kept safely in the researcher&rsquo / s home. All standard ethical procedures for research with human subjects were followed. Data was transcribed verbatim and a qualitative thematic analysis was conducted. Key themes were elucidated and data presented thematically. The key challenges cited included time management, self motivation and the social demands of being a mother. These tend to have&nbsp / adverse repercussions on academic excellence. The analysis revealed that though the young women are allowed to return to universities after becoming mothers, they face many challenges&nbsp / in trying to balance motherhood and the demands of schooling. Furthermore, the findings highlight the tension and ambivalence experienced by participants as they negotiate the social and cultural expectations of motherhood and their personal reality, in meeting the demands of motherhood as student mothers. In their struggle to meet the social and cultural expectations of&nbsp / motherhood, they placed tremendous emotional and physical stress upon themselves which manifested as guilt, physical exhaustion, psychological stress, physical illness and the desire to&nbsp / &nbsp / leave studies notwithstanding the value they attached to it. Although the participants challenged these expectations in various ways, the underlying nuances when they recounted their&nbsp / experiences, remain embedded in these societal and cultural expectations. However, in voicing their experiences, it was clear that they were not always simply accepting the status quo but at&nbsp / &nbsp / &nbsp / times challenging it, and thereby deconstructing the myths of motherhood that are so salient in current social and cultural contexts. The study also found that student mothers at UWC, at least&nbsp / &nbsp / on the basis of this small sample - do not appear to receive sufficient support on campus (physically, materially and emotionally). The study&nbsp / concludes that this group of student mothers face serious challenges as mothers and&nbsp / students and, further, that these challenges are exacerbated by the continued social expectations of women to be &lsquo / perfect&rsquo / mothers which, together with the material gender inequalities in sharing parenting care, could impede effective academic studies. The study recommends that universities play a stronger role in alleviating the challenges for&nbsp / &nbsp / such students. In addition, it recommends that more research be conducted in the area, possibly longitudinal studies, as well as studies that may be more generalisable.</p>