By D. Lynn O'Brien Hallstein, Andrea O'Reilly
Members aspect what it ability to be an instructional mom and to contemplate educational motherhood, whereas additionally exploring either the private and particular institutional demanding situations educational girls face, the multifaceted innovations diversified educational girls are imposing to regulate these demanding situations, and investigating varied theoretical chances for the way we expect approximately educational motherhood.
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Extra resources for Academic Motherhood in a Post-Second Wave Context. Challenges, Strategies, and Possibilities
Even so, we do concur with Dworkin and Wachs’ larger point in this quote about the post-second wave similarity that now exists for professional men and women who are unencumbered. 4 The work of contemporary feminist scholars also makes it clear that the intensive ideology is based on a racial hierarchy that privileges white women and devalues and sanctions black women’s mothering practices. Indeed, feminist scholars (Douglas and Michaels; Hays; O’Reilly, Mother Outlaws) argue intensive mothering is based on white privilege, even though many black women have resisted intensive mothering through community and other mothering practices and they have been sanctioned as a result.
She then suggests a possibility of academic motherhood: that motherhood and work are not in a conflicting relationship but in a dialogic relationship which strengthen and maximize the success of both. In “Mothers in Law: Re-thinking Equality to Do Justice to Children in Academia,” Isabelle Martin and Julie Paquin explore the divide between the legal discourse on women’s rights to work and their own personal experiences and needs as academic mothers. Drawing upon their experience as mothers, graduate students and legal scholars, they identify some of the limitations in the capacity of current Canadian legal conceptions of equality to provide appropriate solutions to the problems faced by 34 academic motherhood in a post-second wave context academic mothers.
In short, we need both personal narrative—mothers’ lived experiences as academic mothers—and academic theories and ideas to unpack the complexities academic mothers face and live each day. To do so, then, rather than rely on only personal narrative or intellectual ideas/research, all the contributors here draw on and utilize intellectual ideas or theories to help them frame their discussion of academic motherhood. Moreover, with only two exceptions, contributors also utilize narratives—either their own and/or those of other academic women—in their use of academic ideas.
Academic Motherhood in a Post-Second Wave Context. Challenges, Strategies, and Possibilities by D. Lynn O'Brien Hallstein, Andrea O'Reilly