Hard Graft: Collaborative exploration of working class stories in shaping female educator identities

This empirical qualitative study investigates the ways in which working-class roots have shaped educator values and identity. Using collaborative autoethnography, we share an honest insight into the stories of seven female educators drawn together from a variety of health and social care disciplines. The five themes emerging from this research: Connection through differences and commonalities; graft; inner tensions; authenticity ‘I am who I am’ and the bigger picture are tightly interconnected, generating a complex and rich picture of contemporary female educator identity. This supportive and collaborative approach has been transformational in the realisation we are not alone, and it has provided a space to celebrate our ‘otherness’. As a result, we have embraced our collective responsibility to challenge inequalities and foster a more open, accessible and authentic HE future for all

Hard Graft: Collaborative exploration of working class stories in shaping female educator identities

This empirical qualitative study investigates the ways in which working-class roots have shaped educator values and identity. Using collaborative autoethnography, we share an honest insight into the stories of seven female educators drawn together from a variety of health and social care disciplines. The five themes emerging from this research: Connection through differences and commonalities; graft; inner tensions; authenticity ‘I am who I am’ and the bigger picture are tightly interconnected, generating a complex and rich picture of contemporary female educator identity. This supportive and collaborative approach has been transformational in the realisation we are not alone, and it has provided a space to celebrate our ‘otherness’. As a result, we have embraced our collective responsibility to challenge inequalities and foster a more open, accessible and authentic HE future for all

Hard Graft: Collaborative exploration of working class stories in shaping female educator identities

This empirical qualitative study investigates the ways in which working-class roots have shaped educator values and identity. Using collaborative autoethnography, we share an honest insight into the stories of seven female educators drawn together from a variety of health and social care disciplines. The five themes emerging from this research: Connection through differences and commonalities; graft; inner tensions; authenticity ‘I am who I am’ and the bigger picture are tightly interconnected, generating a complex and rich picture of contemporary female educator identity. This supportive and collaborative approach has been transformational in the realisation we are not alone, and it has provided a space to celebrate our ‘otherness’. As a result, we have embraced our collective responsibility to challenge inequalities and foster a more open, accessible and authentic HE future for all

Pregnancy Outcome in Women with Cystic Fibrosis Related Diabetes (CFRD) - a Single Centre Experience

When a child is diagnosed with cancer, it impacts every facet of their life including their school experience and peer relationships. This research explored parents’ perspectives on how their child adjusted to school and peer relationships after a cancer diagnosis and treatment. This study distributed a survey that asked questions about the child’s cancer diagnosis, treatment, return to school, and peer relationships through quantitative and qualitative questions. Fifteen parents of children diagnosed with cancer completed the survey. Results indicated that parents educated the school and child’s class about their child’s diagnosis and sought help from different school support programs. Parent respondents wrote how their children were able to maintain peer relationships and were supported by their classmates during and after treatment for cancer. The findings of this study are limited because of the convenience sampling method and small sample size. The strengths and limitations of the study, implications for social work practice, and directions for future research are also outlined