Motherwork, subsistence learning

Abstract

This study examines the lived experience and learning of motherwork through art-informed inquiry. The central argument is that the lived experience of motherwork is a site of knowledge creation, where subsistence-oriented work, learning and personal transformations take place. An important part of adult education links learning to change and transformation for individuals as well as for society. Personal transformation often begins with a disorienting dilemma, which subsequently evolves. In order to effect change in society, many adult educators recognize that the goals of transformation are embodied in the day-to-day lives of people who challenge existing oppressive societal systems. Therefore, this study explores the links between personal agency in lived experience and public effectiveness. Women who provide primary care to children were invited to tell stories of significant turning point moments of change that took place within their work as mothers. In order to maintain the wholeness of the women's experience, capture their intensity and appeal to the emotions of readers, findings are represented in art-informed ways that include poetic narrative, reflective poetry and short stories. Collectively, women identified the development and maintenance of relationships with their children as key to their learning. The focus of their work centres on ethical principles and practices that include reciprocity, democracy and mutual respect. Further, some of the women reported that it was the life-affirming work of caring for, and advocating on behalf of children who faced life's struggles, that nudged them to develop increased self-trust, learn to take action and fight for justice.