Lucy Bailey

Rather than using literary texts to evidence an analytic argument, within this piece we read Julia McNair Wright's (US, 1840?1902), Sidonie-Gabrielle Colette's (France, 1873?1954), and Willa Cather's (US, 1873?1947) texts through theoretical lenses that expose their educational meaning and value and that create conversation among them concerning girls? and women's educations. While we do not claim that one can generalize these women's works and lessons to every life, we contend that these women and the literary products they created offer girls and women powerful lessons about resistance, subversion, and nurturing one's intellect, lessons that in some ways transcend class and race in particular. First, we define and explain Bruner's concept of the more using Rosenblatt, Gallagher, and Gardner's theories and findings to illuminate his concept. Next, we identify and examine three themes that emerge across these authors? texts?subverting through the everyday, becoming one's own steward, and moving from survival to self-actualization. Establishing these themes first in Wright's texts, we then use them to frame Colette's and Cather's fiction and support these themes by focusing on one lesson that emerges from each author's work(s). Finally, we ask what one might learn about educating girls and women from these texts and others whose educative meaning and value remain hidden

This article draws on data from a study of the transition to motherhood to contribute to feminist theorizing of embodiment. Three bodily aspects of women's gendered sense of self are identified as undergoing possible change during this period—sensuality, shape, and space. The work of Arthur Frank is drawn on to theorize shifts in women's experience of these dimensions, and the author shows how the white, middle-class women studied could use such discourses around the body as resources in renegotiating their social positioning. This empirical analysis demonstrates how physical changes may facilitate challenging the dominant body norms, although the work of Robert Connell indicates that social control may also be a consequence of such bodily conceptualizations. This article therefore uses its empirical analysis to contribute to theorizing the connections between bodily practices and gendered identity.

Whilst previous research into mothering on social media has focused on representations of intensive mothering ideology, this paper argues that social media are fundamentally changing mothering discourses for some users. The paper explores ‘good’ mothering in digital communities by considering: the legitimised expression of ambivalent emotions in digital mothering communities; the shifting relationship between private and public, with implications for new forms of maternal intimacy; the forms of surveillance engaged in, and resisted, online; and the opportunities for women to play with alternative identities. Through analysis of posts on the British mothering internet forum ‘Mumsnet’, the paper suggests the concept of virtual mothering to encapsulate the emerging ways in which mothering is performed through online spaces. Four aspects of virtual mothering discourse are explored – perfection, privacy, politics and play.

This article examines the relationship between discourses of motherhood and discourses of employment for contemporary middle-class women. Drawing on data from a study of the transition to motherhood conducted in Bristol, UK, it is suggested that there are important continuities as well as con icts between the discursive construction of these two spheres. In consequence, a variety of relationships may be established between mothering and employment identities. The concept of `inter-spatiality' is suggested to conceptualize how the women negotiated the relationship between the two. The findings suggest both that women do not necessarily experience con ict between these two sources of identity, and that they may have a degree of agency in negotiating the relationship between these interlocking parts of their lives.