Elodie Marandet

Parents in higher education: impacts of university learning on the self and the family

Intra‐ and inter‐generational social mobility have been implicit to a wide range of UK Government policies aimed at promoting social inclusion through a focus on education and employability. Framed by these policy initiatives and a critical look at widening participation in higher education, this paper reflects on the impacts of university learning on the self and the family among students with dependent children. With emphasis on, and differences highlighted between, male and female undergraduate students’ own (often gendered) constructions of the impact of their university experiences and aspirations for social mobility, the paper suggests that while these students face numerous and varied barriers to their learning, they are motivated by the impact their studying will have on themselves and their families. Of notable significance is how higher education is perceived to reverberate within the home, promoting a culture of learning among, and encouraging the educational aspirations of, children. The paper concludes that this potential and perceived social mobility necessitates a bridging of the rhetoric of access with a reality of accessibility and retention for those students with caring responsibilities and offers a number of recommendations to encourage this.

Women, work–life balance and quality of life: case studies from the United Kingdom and Republic of Ireland

In this editorial we introduce the key themes explored by the articles that make up this themed section on ‘Women, work–life balance and quality of life’. As a collection, the articles emphasise the complexity of trying to define what work–life balance means to different groups of men and women in three locales (Bristol, West London and Dublin), highlighting that trying to attribute meaning to this concept is at the very least problematic. They do, however, paint a picture of persistent gendered inequality. Within the context of neo-liberal economic policy ‘encouraging’ women to take up paid work and training, it is still women rather than men who continue to be responsible for the tasks of social reproduction. The concept of work–life balance ignores the often blurred and ultimately socially constructed nature of what counts as work and what does not and tends to mask the large amount of reproductive work performed by women in the private sphere. Moreover, the research presented here makes clear that contours of power and powerful relations run through the conceptualisation of work–life balance as well as its practice and promotion by government, organisations and individuals.

Family learning and the socio-spatial practice of ‘supportive’ power

Family learning has been an important mode of education deployed by governments in the United Kingdom over the past 20 years, and is positioned at the nexus of various social policy areas whose focus stretch beyond education. Drawing on qualitative research exploring mothers’ participation in seven different family learning programmes across West London, this paper looks at how this type of education is mobilised; that is, how mothers are ‘encouraged’ to participate and benefit from this type of programme. Framed by a neo-liberal policy climate and Foucauldian writings on governmentality and surveillance, we explore how participating mothers are carefully ‘targeted’ for this type of learning through their children and through school/ nursery spaces, and how programmes themselves then operate as a supportive social space aimed at facilitating social networks, friendship and personal development linked to positions of gender, ethnicity, class and migrant status. It is the socio-spatial workings of ‘supportive’ power and power relations that enable family learning to be mobilised that ensures its popularity as a social policy initiative.

Discourses of integration and exclusion: Equal opportunities for university students with dependent children?

Despite the growth and diversification of the student population, many British universities are still organised to cater for young students without caring responsibilities. Drawing on feminist frameworks of gender equality, this paper explores the ways in which governmental discourse of equal opportunities is articulated, sustained and resisted by staff and studying parents in a 1960s university. While many respondents attempt to comply with the prevailing learner norms entrenched in government policy, some also articulate an alternative discourse justifying the ‘special treatment’ of non-traditional students. However, this paper extends a third narrative that attempts to re-imagine university as an inclusive space.

‘Lived bodies’ and the neoliberal city – a case study of vulnerability in London

Abstract This article explores the ‘more-than-work’ aspects of the lives of vulnerable women who street-sex work. Particularly, we are interested in the differences between the women’s experiences, within the broader context of power structures as manifested in neoliberal cities. Few studies have explored this aspect of street-sex workers’ lives and theorisations of the co-creation of environments tend to elide the experiences of the most vulnerable people. Specifically, we explore the relationships that these women have with two environments: the quotidian (where they undertake routine everyday activities), and the gentrified (relating to changes in the spaces in which they live and work). We find that their experiences are extremely local, and heavily contingent on the services made available to them (or not) by the statutory and third sectors, and the emotional contacts they make, particularly in third sector support services. This challenges some of the literature which suggests a separation of ‘home’ and ‘work’, and which finds close associations between women who street-sex work. While places designed by the third sector are more responsive to these women, they are also more vulnerable to closure through lack of funding. This contributes to a significant degree of ontological non-linearity and ontological insecurity in these women’s lives.

The body-space relations of research(ed) on bodies: the experiences of becoming participant researchers

This paper heeds calls for reflections on how the research field is defined through embodied socio‐spatial presence and immediacy. Focusing on classroom “body‐training” observations that were part of a larger qualitative research project, and on the field notes and reflections of three researchers, we explore the transition from observer‐researchers to participant‐researchers. That is, we explore how, by researching others, we unexpectedly became researched on as our own bodies became instruments in the research process and were used to elicit knowledge on embodied learning, body‐mapping and corporeal trace. As a methodological intervention, conducting research through the body, the positioning of bodies and body‐to‐body interaction, can tell us much about the often ignored embodied and emotional dimensions of the research field. But, in addition, it can elucidate the power relations between, and the fluidity of, researcher and researched positions in the jolting of secured researcher identity. Here we detail how different researchers performed different embodied and emotional subjectivities in different training research spaces. We explore how ontological anxieties of our own placed bodies, based around constructed notions of femininity, religion and researcher professionalism, shape this immediate body‐to‐body encounter and the subsequent research process.