Linda Cooper

Mothering and ‘insider’ dilemmas: feminist sociologists in the research process

This paper is about care, insider positions and mothering within feminist research. We ask questions about how honest, ethical and caring can we really be in placing the self into the research process as mothers ourselves. Should we leave out aspects of the research that do not fit neatly and how ethical can we claim to be if we do? Moreover, should difficult differences, secrets and silences that emerge from the research process and research stories that might ‘out’ us as failures be excluded from research outcomes so as to claim legitimate research? We consider the use of a feminist methods as crucial in the reciprocal and relational understanding of personal enquiry. Mothers invest significant emotional capital in their families and we explore the blurring of the interpersonal and intrapersonal when sharing mothering experiences common to both participant and researcher. Indeed participants can identify themselves within the process as ‘friends’ of the researcher. We both have familiarity within our respective research that has led to mutual understanding of having insider positions. Crucially individuals’ realities are a vital component of the qualitative paradigm and that ‘insider’ research remains a necessary, albeit messy vehicle in social research. As it is we consider a growing body of literature which marks out and endorses a feminist ethics of care. All of which critique established ways of thinking about ethics, morality, security, citizenship and care. It provides alternatives in mapping private and public aspects of social life as it operates at a theoretical level, but importantly for this paper also at the level of practical application.

Transition From the Military Into Civilian Life: An Exploration of Cultural Competence

In this article, we employ the theoretical framework and concepts of Pierre Bourdieu to examine the notion of “transition” from military to civilian life for U.K. Armed Forces personnel. We put Bourdieu’s concepts of habitus, capital, and field to work in highlighting key differences between military and civilian life. The use of social theory allows us to describe the cultural legacy of military life and how this may influence the posttransition course of veterans’ lives. There may be positive and negative transition outcomes for service personnel when moving into civilian life, and by applying Bourdieu’s theoretical concepts, we explain how such outcomes can be understood. We suggest that the “rules” are different in military environments compared to civilian ones and that service personnel must navigate a complex cultural transition when moving between environments. There are numerous and significant implications—including policy applications—from understanding transition through a Bourdieusian lens, and these are highlighted throughout.

Educating nurses to care for military veterans in civilian hospitals: An integrated literature review

BACKGROUND In the UK, military veterans will receive care by civilian nurses in civilian hospitals. We propose that the nurses providing this care require an understanding of the unique experiences and specific health needs of veterans to deliver evidence-based care. AIM To conduct an integrative review of published literature to explore how nursing programmes prepare nurses to care for the military veteran population in civilian hospitals. REVIEW METHODS A systematic search was undertaken of a range of electronic databases, Google Scholar and hand searching of Military and Veteran health journals. Papers that focused on education of civilian nurses about veteran health and included primary research or description of practice-based innovations were included in the review. RESULTS The search generated sixteen papers that were focused on nurse education in higher education institutions. Several papers focused on simulation as a teaching method for veteran-specific health issues or curriculum developments with educational innovations such as online courses. Six papers focusing in continuing professional education of nurses in the clinical setting were included as supplementary information. All papers reviewed were US focused and dated between January 2011 and September 2015. Our search concluded that there is a gap in knowledge in this subject area within a UK context, therefore our review includes UK background information to support the US findings. CONCLUSION Civilian nurses need educational preparation to understand the specific needs of veterans. Educational institutions in the US have responded to nationwide initiatives to undertake that preparation. More empirical studies need to be undertaken to develop, test and evaluate educational innovations for preparing students and nurses delivering care to military veteran in civilian healthcare settings.

The Maternal Gift: Mothers' Investment in Their Daughters' Higher Education.

Abstract This article explores the degree to which mothers participate in decisions surrounding their daughters’ university choices in the English higher education sector, based on a gendered PhD study involving mother and adult daughter pairings in southern England. Examples are given of how extended middle-class mothering practices are enabling their daughters to gain greater access to higher education. Mothers cite the burden of the debt as a key factor for their continued inclusion during the time of their daughters’ undergraduate study. Bourdieusian concepts, including gift exchange, are used to consider the explicit provision of the investment of mothers’ capital beyond compulsory education that I term ‘the maternal gift’. The maternal gift of mothers’ involvement and investment maintains social divisions for those less able to provide on such a high economic level and creates the possibility of socially divisive outcomes.