title: Work-based Learning: A New Higher Education? [Book Review]

authors: Piercy, Gemma Louise

subjects: book review

abstract: This article reviews the book: “Work-based Learning: A New Higher Education?”, edited by D. Boud & N. Solomon.

text: Work-based Learning: A New Higher Education? [Book Review] This article reviews the book: “Work-based Learning: A New Higher Education?”, edited by D. Boud & N. Solomon.

year: 2002

title: Beyond the Bump: Women's Experiences of Body Image during Pregnancy and in the Postpartum

authors: Large, Zoë

subjects: Body image

abstract: Body image is an important aspect of identity, with body image dissatisfaction related to many negative experiences such as depression and low self-esteem. Pregnancy is a time of rapid and substantial change for women’s bodies, yet it is not well understood how body image is experienced either during pregnancy or in the postpartum. Given that body image dissatisfaction is more prevalent among women than men, it is important to consider this important life transition and the way body image may be experienced.

Sixteen semi-structured interviews were conducted among women either in late pregnancy or in the first year postpartum to explore their experiences of body image during and after pregnancy. Thematic analysis resulted in six major themes, which encapsulate the variety of experiences among women. 

There is variation among women’s experiences that is influenced by a range of other factors. Most women felt overall positively about their bodies during pregnancy, but there were some negative aspects and different experiences. In the postpartum, most women were dissatisfied with their bodies, although the importance of this differed. Factors that influenced the way women felt included the transition to motherhood, the media, and past/present social interactions.

This exploratory study provides insight into the way 16 women experienced body image through pregnancy and the postpartum to contribute to this relatively limited research area. Many areas for future study have been identified.

text: Beyond the Bump: Women's Experiences of Body Image during Pregnancy and in the Postpartum Body image is an important aspect of identity, with body image dissatisfaction related to many negative experiences such as depression and low self-esteem. Pregnancy is a time of rapid and substantial change for women’s bodies, yet it is not well understood how body image is experienced either during pregnancy or in the postpartum. Given that body image dissatisfaction is more prevalent among women than men, it is important to consider this important life transition and the way body image may be experienced.

Sixteen semi-structured interviews were conducted among women either in late pregnancy or in the first year postpartum to explore their experiences of body image during and after pregnancy. Thematic analysis resulted in six major themes, which encapsulate the variety of experiences among women. 

There is variation among women’s experiences that is influenced by a range of other factors. Most women felt overall positively about their bodies during pregnancy, but there were some negative aspects and different experiences. In the postpartum, most women were dissatisfied with their bodies, although the importance of this differed. Factors that influenced the way women felt included the transition to motherhood, the media, and past/present social interactions.

This exploratory study provides insight into the way 16 women experienced body image through pregnancy and the postpartum to contribute to this relatively limited research area. Many areas for future study have been identified.

year: 2016

title: Culture, Courage and Change: The experiences of a Te Kotahitanga facilitation team

authors: Lamont, Robyn Elizabeth

subjects: culturally responsive pedagogy of relations

abstract: This thesis explores the experiences of the Te Kotahitanga facilitation team in one of the 12 Phase 3 Te Kotahitanga schools between 2003 and 2006. The collaborative story through which those experiences are shared includes the voices of the Lead facilitator, the two co-principals, and an RTLB/facilitator. This thesis begins by seeking to understand the historical impact of culturally located discourses of colonisation on the lives of the indigenous Māori people in New Zealand. From within a platform of Māori theorising it also considers Kaupapa Māori research methodologies and explores Māori people’s aspirations for self determination (tino rangatiratanga). It then considers the principles and practices of engaging as a bicultural partnership to improve educational outcomes for Māori students. Through a discussion of the facilitation team's experiences of learning about a culturally responsive pedagogy of relations through the development and support of culturally responsive contexts for learning, three important themes emerge: culture, courage and change. The impact of deficit theorising and pathologising practices on the culture of Maori students and their teachers is examined. The courage required of the Te Kotahitanga principals and facilitators to challenge and disrupt the assumptions that underpinned the historical status quo in this school and the importance of remaining steadfast in response to the dissonance and resistance that these change processes created is then discussed. Finally, this thesis highlights both the interdependent nature of the change required and the power of the collective in creating change; change within ourselves, within our classrooms and within our schools and communities for the benefit of Māori students, and of all students.

text: Culture, Courage and Change: The experiences of a Te Kotahitanga facilitation team This thesis explores the experiences of the Te Kotahitanga facilitation team in one of the 12 Phase 3 Te Kotahitanga schools between 2003 and 2006. The collaborative story through which those experiences are shared includes the voices of the Lead facilitator, the two co-principals, and an RTLB/facilitator. This thesis begins by seeking to understand the historical impact of culturally located discourses of colonisation on the lives of the indigenous Māori people in New Zealand. From within a platform of Māori theorising it also considers Kaupapa Māori research methodologies and explores Māori people’s aspirations for self determination (tino rangatiratanga). It then considers the principles and practices of engaging as a bicultural partnership to improve educational outcomes for Māori students. Through a discussion of the facilitation team's experiences of learning about a culturally responsive pedagogy of relations through the development and support of culturally responsive contexts for learning, three important themes emerge: culture, courage and change. The impact of deficit theorising and pathologising practices on the culture of Maori students and their teachers is examined. The courage required of the Te Kotahitanga principals and facilitators to challenge and disrupt the assumptions that underpinned the historical status quo in this school and the importance of remaining steadfast in response to the dissonance and resistance that these change processes created is then discussed. Finally, this thesis highlights both the interdependent nature of the change required and the power of the collective in creating change; change within ourselves, within our classrooms and within our schools and communities for the benefit of Māori students, and of all students.

year: 2011