You are here:

"Solidarity and Support": Feminist Memory Work Focus Groups with Working-Class Women Studying Social Science Degrees in Australia
ARTICLE

, , ,

IJQSE Volume 30, Number 2, ISSN 0951-8398

Abstract

This paper reports on our use of a two-phased, feminist memory work in a project conducted with 11 women, social science students at an Australian university. We begin by describing government-led attempts to widen participation in Australian universities because 10 of the 11 women who participated in our project were from "non-traditional" backgrounds. We discuss qualitative group research, identifying some of the benefits and limitations of focus groups, before differentiating them from feminist memory work and analysing key findings. Using excerpts from participants' written stories and oral discussions, we analyse some of the obstacles the women faced trying to complete their studies. Our attention then turns to methodological concerns where we examine memory work as a feminist inquiry method. As second-wave feminists understood several decades ago through their use of consciousness-raising groups, we describe how we derived many benefits from using feminist memory work. The method invites deep reflection on the intersections between the personal and political and can be productive of insights about how people feel, not just think, about their experiences. A sense of solidarity can stem from this awareness amongst participants who have a chance to workshop and thus reinterpret their own stories and those of others, which can mean a growth in self-confidence and a reduction in self-blame.

Citation

Michell, D., Beddoe, L., Fraser, H. & Jarldorn, M. (2017). "Solidarity and Support": Feminist Memory Work Focus Groups with Working-Class Women Studying Social Science Degrees in Australia. International Journal of Qualitative Studies in Education (QSE), 30(2), 175-189. Retrieved November 13, 2019 from .

This record was imported from ERIC on January 10, 2019. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords