Motherhood is the focus of much public scrutiny, situated as it seems to be at the frontier of processes of social order and change. Much has been written about the difficulties of mothering in a context of ever-expanding expert advice, as well as apparently increasing expectations that the mother-child bond be cultivated through intensive care-giving. This study returns to neglected sociological questions concerning the connections between agency and normative complexity, through the pragmatist interpretation it offers of the recognition dynamics shaping this deeply contested and emotionally fraught role. Drawing on qualitative interviews with forty mostly middle-class mothers across the UK and US, this book offers a three-party typology of the coping strategies women adopt. The various combinations of expressivism, instrumentalism and pragmatism taken up by respondents as they go about asserting normative authority and seeking esteem for the competence and quality of their mothering, provides the focus of attention.

STRANGER. FRIEND. OR ENEMY? Who is it really hiding behind the screen? A gripping read that will stay with you long after the final page, perfect for fans of FRIEND REQUEST and HE SAID/SHE SAID. Eva arrives at university ready to escape her past. She wants a new life, a new personality. But old habits creep in and she finds herself alone, online, watching the digital lives of others. One profile in particular captures Eva's attention: that of her glamorous classmate, Marina. As Eva's obsession builds, she becomes drawn into a web of lies, danger and suspicion. Because Marina's perfectly filtered life isn't what it seems. What is Marina hiding? And behind the screen, who is Eva really - her friend, a stranger, or an enemy? It only takes a click to find out.

Drawing on qualitative interviews with forty middle-class mothers living in Northern Ireland and the US, this book explores the strategies women adopt, as they take on and creatively re-make motherhood in ways which allow them to cope.

This scarce antiquarian book is a selection from Kessinger Publishing's Legacy Reprint Series. Due to its age, it may contain imperfections such as marks, notations, marginalia and flawed pages. Because we believe this work is culturally important, we have made it available as part of our commitment to protecting, preserving, and promoting the world's literature. Kessinger Publishing is the place to find hundreds of thousands of rare and hard-to-find books with something of interest for everyone

This book examines culture shock and reverse culture shock as valuable learning experiences for educators working in increasingly culturally diverse environments. Although these phenomena are often cast as illnesses to be avoided, this study suggests that both types of shock can help educators develop greater self-understanding and intercultural awareness and will benefit their pedagogical practices as well. For this study, four returned Peace Corps volunteer educators who have taught at various grade levels, both abroad and in the United States, share thought-provoking stories of how their experiences shifted their identities and their approaches to teaching. A Post-structural hermeneutic framework is used to analyze each story in two separate "readings" as a way of disrupting the flow of each text so that other possible meanings may emerge. The metaphor of the kaleidoscope develops from the study as a way to imagine a curriculum in motion - one in which new and often surprising patterns are created by shifting, juxtaposing and refocusing the multiple lenses within. Shifting the Kaleidoscope should appeal to those readers who are interested in curriculum studies, multicultural education, intercultural awareness, narrative inquiry, post-structuralism, international studies, the Peace Corps and/or teaching English abroad.

This book examines culture shock and reverse culture shock as valuable learning experiences for educators working in increasingly culturally diverse environments. Although these phenomena are often cast as illnesses to be avoided, this study suggests that both types of shock can help educators develop greater self-understanding and intercultural awareness and will benefit their pedagogical practices as well. For this study, four returned Peace Corps volunteer educators who have taught at various grade levels, both abroad and in the United States, share thought-provoking stories of how their experiences shifted their identities and their approaches to teaching. A Post-structural hermeneutic framework is used to analyze each story in two separate "readings" as a way of disrupting the flow of each text so that other possible meanings may emerge. The metaphor of the kaleidoscope develops from the study as a way to imagine a curriculum in motion - one in which new and often surprising patterns are created by shifting, juxtaposing and refocusing the multiple lenses within. Shifting the Kaleidoscope should appeal to those readers who are interested in curriculum studies, multicultural education, intercultural awareness, narrative inquiry, post-structuralism, international studies, the Peace Corps and/or teaching English abroad.