Waltzing Matilda

Weaver‐Hightower, Marcus B.

doi:10.1177/0891241611429302

Cited by 40 publications

(3 citation statements)

References 40 publications

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“…This is despite some of the work we have conducted showing that care work for a loved one extends well beyond death, and so can the effects of care work (Moreau & Robertson, 2019). Likewise, pregnancy loss was mostly ignored despite evidence of the devastating effects on the individuals involved (a remarkable exception to this is the autoethnographic essay written by Marcus Weaver‐Hightower, 2012).…”

Section: The Liminalities Of Carementioning

confidence: 99%

Through a glass, darkly: Gazing into the field of carers in academia

Moreau

Wheeler

2023

Review of Education

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Carers in academia is a young but growing field, which has quickly expanded since the 2000s and has gained new momentum during the Covid‐19 pandemic and the accompanying disruptions of personal and professional lives. It is also one which, through its associations with reproductive and women's work, remains relatively marginalised. This article examines the English language research literature on carers in academia. Drawing upon feminist poststructuralist theories, we contend that, because the literature is not ‘out of the discourses’ of care and academic work and, instead, contributes to construct the objects it speaks of, the state of the field is a matter of cognitive and social justice. Following the presentation of the methodological and theoretical frameworks and a discussion of the authorial voices framing the field, we consider the relative in/visibilities of various groups of care/rs. Drawing on a review which identified 158 relevant texts, we find research in the field broadly ignores male, disabled, BME and LGBTQ+ carers, as well as ancillary workers and professional groups other than academics, and forms of care work other than parenting healthy, abled children. We then move to discussing the liminalities of care, noting the absence of studies of care work in academia related to non‐humans and to end of life. We conclude by pointing out the need for further reflexivity in terms of how processes of knowledge production include and exclude in ways that are complex and fluid.

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Section: The Liminalities Of Carementioning

confidence: 99%

Through a glass, darkly: Gazing into the field of carers in academia

Moreau

Wheeler

2023

Review of Education

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“…(After all, Erin, Nivea, and April were so deftly all of these things.) Based on these failings, I tried to learn about these Right Things to say through dozens of academic readings, many authored by bereaved parents themselves (Bute, 2015;Godel, 2007;Weaver-Hightower, 2012). But when I was face to face with grieving families, my words always felt scripted and hollow; I felt like I was reciting a bad Hallmark card.…”

Section: Developing Compassionate Communication Skillsmentioning

confidence: 99%

Mad to the bone: learning outcomes of critical grief pedagogy

Willer¹,

Krebs²,

Castaneda

et al. 2020

Communication Education

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We outline critical grief pedagogy as a Mad feminist response to the silencing of loss that often occurs in academic spaces. This pedagogical framework creates openings for students to "break open the bone" of their own and others' losses, particularly through community-engaged learning and research. Using collaborative autoethnography, in this essay we (a professor and her mentees) explore our experiences working with the Scraps of the Heart Project-a community-based research collective focused on empowering families following the loss of a baby-to understand student learning outcomes that were born from our engagement with critical grief pedagogy. Our collective narratives revealed that these learnings included: gaining compassionate communication skills, embracing and unpacking failure as a method of mourning, becoming empowered and empowering others to share their stories of loss, and building a community of Mad grievers. We put these learning outcomes into conversation with cultural discourses surrounding pedagogical and academic norms. Additionally, we offer insight into how loss and mourning can be invited into the classroom so that students learn to engage grief critically, meaningfully, and Madly-and to learn important communicative skills along the way.

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“…Definitions of stillbirth vary, but typically denote the death of a fetus past 20 weeks gestation, in utero or during labor. In Canada, 7 in 1000 pregnancies end in stillbirth (Joseph et al, 2013), a small but significant number of losses, which, since stillbirth remains a mostly taboo subject, are often suffered privately by parents who feel isolated and misunderstood (Lang et al, 2011;McCreight, 2004;Weaver-Hightower, 2012).…”

Section: Characteristics Of the Communitymentioning

confidence: 99%

Treat them with the reverence of archivists': Recordkeeping and online grief communities

Douglas¹

iConference 2016 Proceedings

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The poster reports early findings of an exploratory research project studying how bereaved parents of stillborn babies participate in online grief communities, and how these communities function as a particular type of archive. Emerging concepts, including the notions of archives of aspiration, continuing social existence, and archives of feeling are introduced, extendable ideas are identified, and next steps in the research are proposed.

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Waltzing Matilda

Cited by 40 publications

References 40 publications

Through a glass, darkly: Gazing into the field of carers in academia

Through a glass, darkly: Gazing into the field of carers in academia

Mad to the bone: learning outcomes of critical grief pedagogy

Treat them with the reverence of archivists': Recordkeeping and online grief communities

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