Choosing to Compromise: Women Studying Childcare

Autor/in	Wright, Hazel R.
Titel	Choosing to Compromise: Women Studying Childcare
Quelle	In: Gender and Education, 25 (2013) 2, S.206-219 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2012.712095
Schlagwörter	Womens Studies; Mothers; Family Work Relationship; Life Style; Work Life Expectancy; Womens Education; Interviews; Questionnaires; Child Caregivers; Mother Attitudes; Social Theories; Phenomenology; Adult Education; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Mother; Mutter; Lebensstil; 'Women''s education'; Frauenbildung; Interviewing; Interviewtechnik; Fragebogen; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Mutterliebe; Gesellschaftstheorie; Phenomenological psychology; Phänomenologie; Psychologie; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Ausland; Großbritannien
Abstract	Reporting on a study of mature women training to work in childcare, this article demonstrates how some women choose to be part-time mothers, workers and students, wanting "the best of both worlds". It presents a theory of integrated lives that contrasts with customary deficit models and shows how a series of reciprocal links bind the women's different roles together, introducing an adaptation of Coser's theory of greedy institutions to demonstrate how this is an inherently stable position. Whilst the theory can stand alone, it is usefully recast as a localised example of a capability set as it frames the co-realisable choices open to the women. Making further links with Amartya Sen's capability approach, it is suggested that we should encourage governmental interventions that enable individual choice and support those women who want to integrate their lives alongside those who seek parity in the public sphere. (Contains 1 figure and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10