Two adult women managing career and family after mature higher education: alternative notions of agency?

Lee, Sunghoe

doi:10.1080/01425692.2018.1497477

Cited by 5 publications

(3 citation statements)

References 24 publications

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“…Regardless of the specific reasons for women entering further and higher education, their reasons have been linked to ideas of empowerment and progress and better opportunities for work (Lee 2019). In terms of the South African context historically, the purpose of adult education for women was to challenge patriarchal ideology and practice.…”

Section: Access To Adult Learningmentioning

confidence: 99%

Forgotten women in education: A narrative inquiry into the marginalisation of ECD practitioners

Aploon-Zokufa

2024

South African Journal of Childhood Education

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Background: South African narratives of and by early childhood development (ECD) practitioners often focus on policies, practices and perspectives in research. While these are important for the development of the field, the voices of ECD practitioners, in this marginalised space, are silent.Aim: This article aims to understand: Who are the ECD practitioners? What are the conditions of their lives and livelihoods? How do they negotiate opportunities for employment, socio-economic growth and further education and training?Setting: The study describes the marginality of ECD practitioners by narrating the lived experience of work and post-school education and training of one mature woman in the Western Cape. By narrating a single story, the stories of others unfold; working in similar circumstances and negotiating the same opportunities in the harsh reality of poverty and oppression. Employing a narrative methodology is a commitment to decolonising the practice of research, where voices of the ‘Other’ are centralised and amplified.Methods: An intersectional lens forms the theoretical grounding for this article with life history interviews as its primary form of data collection.Results: Adult women ECD practitioners are mainly poor, black and female. They pursue access into higher education to improve their lives and livelihoods.Conclusion: The intersections that shape their lives limit their opportunities for access and success.Contribution: The power of narrative research, displayed in this article, ensures that voice is used to move the lived experiences of black women ECD practitioners from the margins to the centre.

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Section: Access To Adult Learningmentioning

confidence: 99%

Forgotten women in education: A narrative inquiry into the marginalisation of ECD practitioners

Aploon-Zokufa

2024

South African Journal of Childhood Education

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“…Recent approaches to the theorisation of agency critically discussed how dominant ideas of agency and independence have overshadowed states of vulnerability and dependency, as well as the relational, contextual, gender regimes, and embodied processes in which children and young people's agency unfolds (Burkitt, 2016;Lee, 2019;Reader, 2007;Tisdall, 2016). Such understanding underlines that the notion of agency cannot be detached from the social world and relationships (Emirbayer & Mische, 1998), and that agency is socially produced and culturally constructed (Raithelhuber, 2016).…”

Section: The Agentic Child As a Relational Being Of Interpersonal Int...mentioning

confidence: 99%

“…In instances where individuals are dependent on support or care from othersa characteristic of the human condition that is universal but more obvious in familiarised welfare states and particularly in the lives of many foster children and young peoplethe ability to engage in agentic family relationships is directly related to the quality of these relationships (Ie, 2022;Ie & Ellingsen, 2023). Within the family context, researchers have explored the interdependence of individuals' agency and the contexts of shared meanings (Boden-Stuart et al, 2021;Lee, 2019;Finch & Mason, 1993). These studies not only see children's agency as relational but also constituted in social contexts and negotiated through social interactions with adults (Abebe, 2019).…”

Section: The Agentic Child As a Relational Being Of Interpersonal Int...mentioning

confidence: 99%

Beyond blood ties: Constructing the meaning of ‘family’ among Spanish children in foster care

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thank you for the intellectual freedom you have granted me throughout my research and the opportunity to explore my chosen topic with autonomy and independence. Marit, your immense knowledge, considered feedback, relentless encouragement, and support were key to the successful completion of this thesis. I am truly fortunate to have had the opportunity to work under your expert guidance and benefit from your mentorship. Miguel, I thank you from the bottom of my heart for all your mentorship, for reading my work, and for the hours you sat with me when I struggled. I extend my heartfelt appreciation to the 14 children and youth who generously gave their time to participate in this study. Their willingness to share their views and experiences was remarkable, and I hope I have done justice to their voices. Thank you to the European Social Fund for funding this project, and to Castilla y Léon child protection services and the regional Red Cross for their assistance and collaboration. My sincere gratitude to Professor Ingunn T. Ellingsen for her influential article and the inspiration it has provided for my research in a different context. Thank you for your kindness, for making me giggle, and for the opportunity to learn from your expertise. To my colleagues at the Department of Sociology and Social Work for being supportive, when I joined as a member of staff during the PhD process. Thank you to the research groups WorldViews, and Critical Childhood and Youth at the Department of Education and Lifelong Learning. Their inclusive and stimulating work environment has made my research stay in Norway a wonderful time. Special thanks to Professor Ingunn Dahler Hybersten for opening your home for me and my daughter during our stay in Norway, and making us feel like part of your extended family. This experience will be cherished for a lifetime. To my incredible family and friends, cheers to you all for venturing into the academic realm and reading my work, and helping me reach the finish line with a smile on my face. You iv might not understand my research, but your unwavering support and willingness to listen to my ramblings, and reading my work mean the world to me. To Professor Sarah Richards and Professor Ingunn Studsrød, I thank you for your time, expertise, and constructive feedback, which greatly contributed to the enhancement of this thesis. Your valuable input played a significant role in shaping the final version of this work.Finally, thank you to my daughter Emilia, who was born during the PhD journey. You bring me so much joy and contentment that I never knew possible. Your presence in my life has enriched my PhD journey and reminded me of the importance of balance and resilience. This one is for you. v List of publicationsThe thesis is based on the following publications:

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Learner agency in urban schools? A pragmatic transactional approach

Raffo

Roth

2020

British Journal of Sociology of Education

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Two adult women managing career and family after mature higher education: alternative notions of agency?

Cited by 5 publications

References 24 publications

Forgotten women in education: A narrative inquiry into the marginalisation of ECD practitioners

Forgotten women in education: A narrative inquiry into the marginalisation of ECD practitioners

Beyond blood ties: Constructing the meaning of ‘family’ among Spanish children in foster care

Learner agency in urban schools? A pragmatic transactional approach

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