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• W250601666 abstract "A participatory research model collected stories of the and most pressing problems of mothers on welfare. Over 35 African American, biracial, and Anglo women from an urban community who received cash assistance in a midwestern, largely rural state participated in small group discussions at a job readiness program. An interactive narrative approach created a safe environment where women would be listened to, taken into account, and validated in their past experiences, current circumstances, and feelings. Focuses were issues of intersubjectivity as women interact across differences, across different positionalities and social locations of race, class, gender, and sexuality while sharing common experiences as they recognize themselves in others. The following themes were identified in their stories: concepts of wearing masks to seem other than one is, creating space for one another to speak, need for emergent discussion topics from women's interests and concerns, and crossing borders from one social location to another with its inherent internal conflict. The reflective dialogue and collaborative storytelling, where one story triggers memory or reflection of another, presented women opportunities to make sense of the oppression, subordination, shaming, triumphs, and relentless drudgery of poverty. The most important issues to them were as follows: mothers on welfare having rights as well as responsibilities; conflicting roles of single mother, worker, and student/trainee; and ways in which women on welfare are pawns of the larger social system. (YLB) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** U.S. DEPARTMENT OF EDUCATION vrOft e ol Educational Research and Improvement ED CATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position cr policy. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE ED CATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 Subjectivity in Women's Learning: A Case for Participatory Inquiry Barbara Sparks and Carol MacDaniels University of Nebraska-Lincoln Abstract This paper reports findings of an inquiry project with welfare women who shared their of the welfare system. In coming together they validated each others and learned how others were making their way though the new regulations. Learning is a social event where women can articulate how they experience the world. The centrality of social, economic, and political positionality and identity influences how one comes to know and to learn. In turn this grounded knowing creates and recreates subjectivity and a woman's ability" @default.
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• W250601666 date "1998-10-01" @default.
• W250601666 modified "2023-09-27" @default.
• W250601666 title "Subjectivity in Women's Learning: A Case for Participatory Inquiry." @default.
• W250601666 hasPublicationYear "1998" @default.
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