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|DOI (Digital Object Identifier) Link:||http://dx.doi.org/10.1080/09540253.2010.490205|
|Google Scholar:||Look up in Google Scholar|
This paper explores the transition to first-time motherhood as experienced by a small sub-sample of women engaged in the professional care of young children. In the context of a wider study of motherhood in the UK, their experience of combining work with new motherhood was distinctive. Women who professionally care for young children present a counter narrative to the view that teaching and motherhood can be blended. Negotiating the boundaries between work and motherhood produced a troubling reflexivity in which difficult feelings emerged and collided. Working in urban education involves emotionally intense forms of attachment that are disrupted by pregnancy. Becoming a mother prompts a renegotiation of professional and personal boundaries, leading women to pursue mothering as a separate enterprise, marked by individual solutions to care and career. Separating themselves from their working environment, women simultaneously isolate themselves from their middle-class counterparts who pay for childcare and return to work.
|Item Type:||Journal Article|
|Copyright Holders:||2011 Taylor & Francis|
|Keywords:||teacher identities; maternal identities; work; motherhood; early years teaching|
|Academic Unit/Department:||Health and Social Care > Health and Social Care
Education and Language Studies > Childhood, Development and Learning
|Interdisciplinary Research Centre:||Centre for Citizenship, Identities and Governance (CCIG)
Centre for Research in Education and Educational Technology (CREET)
|Depositing User:||Mary Jane Kehily|
|Date Deposited:||20 Jan 2012 12:26|
|Last Modified:||01 Nov 2012 14:24|
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