"A renewed sense of purpose": mothers' and fathers' experience of having a child following a recent stillbirth.

Most research has focused on mothers' experiences of perinatal loss itself or on the subsequent pregnancy, whereas little attention has been paid to both parents' experiences of having a child following late perinatal loss and the experience of parenting this child. The current study therefore explored mothers' and fathers' experiences of becoming a parent to a child born after a recent stillbirth, covering the period of the second pregnancy and up to two years after the birth of the next baby. In depth interviews were conducted with 7 couples (14 participants). Couples were eligible if they previously had a stillbirth (after 24 weeks of gestation) and subsequently had another child (their first live baby) who was now under the age of 2 years. Couples who had more than one child after experiencing a stillbirth and those who were not fluent in English were excluded. Qualitative analysis of the interview data was conducted using Interpretive Phenomenological Analysis. Five superordinate themes emerged from the data: Living with uncertainty; Coping with uncertainty; Relationship with the next child; The continuing grief process; Identity as a parent. Overall, fathers' experiences were similar to those of mothers', including high levels of anxiety and guilt during the subsequent pregnancy and after the child was born. Coping strategies to address these were identified. Differences between mothers and fathers regarding the grief process during the subsequent pregnancy and after their second child was born were identified. Despite difficulties with bonding during pregnancy and at the time when the baby was born, parents' perceptions of their relationship with their subsequent child were positive. Findings highlight the importance of tailoring support systems not only according to mothers' but also to fathers' needs. Parents', and particularly fathers', reported lack of opportunities for grieving as well as the high level of anxiety of both parents about their baby's wellbeing during pregnancy and after birth implies a need for structured support. Difficulties experienced in bonding with the subsequent child during pregnancy and once the child is born need to be normalised

Exploring spaces of belonging through analogies of 'family':Perspectives and experiences of disengaged young people at an alternative school

However, they viewed their current, ‘alternative’ places of schooling as spaces of belonging, framed through analogies of ‘family’ and discourses associated with a ‘home’. This chapter explores these young peoples’ perspectives and experiences of belonging using Soja’s concept of spatial justice. The research was conducted over six months with students and staff involved in a documentary film-making project at an alternative school in Queensland. The analysis identified three key spaces of belonging: relational, material, and pedagogical. The relational spaces provided care, supportive relationships, and acceptance that young people associated with a family and that enhanced their capacity to succeed in the pedagogical space. The material space often resembled the environment and structures found in homes and complemented the pedagogical space by providing a safe environment for learning. Finally, the pedagogical space was characterised by structures that enabled students to be supported and guided through meaningful learning experiences they often chose themselves. We propose that such inclusive spaces of belonging are necessary to engage marginalised young people in their education and schooling

Experiences of care labour, gender and work for men who teach young children

Abstract This paper explores five Irish male primary teachers’ daily experiences of care labour and gender in contemporary Irish schools. Taking a feminist poststructural approach, the study employs three data-collection phases using the interview as the primary method of enquiry. It employs a voice-centred relational method of data analysis, which involves four readings of data with each reading troubling the data in different ways. This paper places specific focus on three everyday phenomena: care, emotions and the body. The evolving dynamic between gender and work is discussed in terms of a socio-cultural tension that informs the experiences of men who work with young children. Overall, two major challenges are identified. First, emotions are considered as individual, internal and private responses to situations. Yet, we absorb the norms and values of our society in the form of social and cultural practices that preserve society, which bring emotions into line with the rules proposed by society. Second, teaching is considered a soft option career for men and an essentially feminised occupation rather than a masculine one. As softness is very often associated with weakness, primary teaching does not align with traditional views of masculinities that are built on rationality, individualisation and heroism. This is a further challenge for male teachers to care in schools. Overall, male teachers are required to reproduce accounts of themselves in terms of valued masculine attributes due to the historical association between women, emotionality and care

Familie, Sterben und Tod

Der Beitrag beleuchtet das Feld der soziologischen Sterbe- und Trauerforschung mit Blick auf (aktuelle) familienrelevante Themen und Fragestellungen. Hierzu werden zentrale Begriffe, Konzepte und theoretische Ansätze im Hinblick auf das sterbende und trauernde Individuum und seine Einbindung in die Familie und den gesellschaftlichen Kontext in den Vordergrund gestellt. Als ein spezifisches Forschungsfeld wird Trauer nach dem Verlust eines Kindes, im Besonderen nach Fehlgeburt, Stillgeburt und dem Tod Neugeborener, betrachtet