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Transformative Power in Motherwork: A Study of Mothering in the 1950s and 1960s
Author: Marie Porter
Date Of Publication: May 2008
Isbn13: 9781847185501
Isbn: 1-84718-550-9
This book explores the experiences of a group of Australian women who became first-time mothers between 1950 and 1965. A grounded theory of transformative power in motherwork is presented that has emerged from the analysis of interviews. The mothers talked about what they did in their active mothering years. The author argues that despite being constrained by the gender bias in the patriarchal context, these mothers were agents who developed skills that enabled them to resist or creatively deal with most of the constraints they faced. Their emphasis was on their agency and the power to nurture their children into responsible adults. Their awareness of the importance of their motherwork acted as a motivator in this development. The author further argues that the relationship between each mother and each of her children is a transformative power relationship in which both mother and child are transformed—the child into an independent adult and the mother into a skilled self-motivated agent through her motherwork. Any threat to this process resulted in the mother doing all she could to resist or counteract the constraint/s she was encountering. Transformative power expressed in motherwork can be recognised analytically by several characteristics. It empowers both parties in the mother–child duality. Complexity, diversity, fluidity, and responsiveness to the physical, intellectual, and emotional aspects of the relationship are all evident in transformative power relationships.
Marie Porter is an Honorary Research Adviser in the School of History, Philosophy, Religion and Classics at the University of Queensland. She received the Dean’s commendation for her thesis Transformative Power in Motherwork: A Study of Mothering in the 1950s and 1960s. Marie has published widely and is an editor of the book Motherhood: Power and Oppression, Porter, M., Short, P., and O'Reilly, A. (Eds), published by Women’s Press, Toronto (2005) and, with Dr Julie Kelso, has edited Theorising and Representing Maternal Realities published by Cambridge Scholars Press this year. Marie is President of the Association for Research on Mothering- Australia (ARM-A) formed in 2005 to encourage the academic study, and recognition, of mothering. This book is the outcome of her thesis.
Price Uk Gbp: 39.99
Price Us Usd: 59.99
Sample pdf (including Table of Contents)
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From Navigating Music and Sound Education
“We rarely have the opportunity and time to engage with the practicalities of music teaching through the lens of evidence-based practice. This book provides us with a wonderful exception that is accessible to beginning and established teachers. It contains a wide range of stimulating and thought-provoking material that draws on real-world experiences and events, which are contextualised, informed and structured by theory. This is a powerful combination that we can visit again and again for insight and inspiration. Congratulations to all involved, particularly the editors for shaping such a valuable contribution!”
—Professor Graham F. Welch, University of London; President, International Society of Music Education
“Navigating music and sound education draws together a range of issues increasingly acknowledged to be at the basis of reflective and effective music learning and teaching: social settings, cultural dimensions, gender, indigeneity, varying cognitive approaches, inter-disciplinary connections, technology, types of learning, and creativity. It opens up areas of pedagogy that go beyond classroom methodology to acknowledge student individuality and encourage music learning and teaching grounded in the reality of students’ musical and social lives. It will be invaluable for those training to become educators and for teachers already in the field.”
—Associate Professor Peter Dunbar-Hall, University of Sydney
“This book brings an important contribution to music teacher education as it challenges the readers to rethink their paradigms of music education. It highlights the importance of preparing a reflective teacher, autonomous, creative and conscious of the multifaceted and multicultural locus in which they will work. The book also draws on the importance for music teachers to consider the context in which they work, and establish a dialog between local musical traditions, informal music practices and global trends of music teaching and learning. Most importantly, all chapters are in one way or another derived from research carried out on specific areas, thus stressing the importance of the research informed practice in music education.”
—Professor Liane Hentschke, Federal University of Rio Grande do Sul, Brazil; International Society of Music Education Immediate Past President
Many readers will appreciate Steve Dillon and Kathy Hirche’s description of the future of education in their work with dynamic technological contexts.
Navigating Music and Sound Education is a wonderful guide and resource for pre-service music teachers, for teachers in the field, and for teacher educators.
It offers a range of fresh perspectives on the state of music education as it is and as it might be. Kari K Veblen
Navigating Music and Sound Education is an ambitious project which features current research from 20 individuals whose professional identities run the gamut from musician to songwriter to student to educator to music therapist to ethnomusicologist. The book’s scope is perhaps the most exciting aspect of Navigating Music and Sound Education.
Kari K Veblen
University of Western Ontario
British Journal of Music Education
October 2011
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