When Worlds Collide: A tale of parenting and an optimistic undergraduate

I am pleased to welcome guest blogger Jess Thompson to anthropod. In this post Jess shares her experiences of being a parent and university student, adding to our conversation about carework at university.

I wouldn’t say I’m a typical young woman at the mere age of 22; I threw myself into the world of academia at 18 years old like most my age, but I’d already moved to and worked in London for five months after leaving high school. After 2 ½ years at Victoria University I got on a plane and didn’t look back, ventured to Samoa, and volunteered on a development assignment before returning to finish my final papers for my degree this year. En-route, things took a sharp turn with the arrival of my son (Moo) 8 ½ months ago. Three papers short on my Bachelors in Development and International Relations, suddenly I was faced with a situation I had not anticipated; do I work my life around my son, work my son around my life, or just throw it all away and become a full time mum?

Today, the result of finding a middle ground between the former two options exists. It’s not perfect, but it’s better than I could have hoped for. Moo and I are not a nuclear family; I am a co-parent with his dad, a system in place since he was born, and as circumstances arise and Moo gets older, our situation changes as needed. I study part-time, three generations of my family occupy the house I live in, and I’ve not only returned to my volunteer role at GirlGuiding New Zealand as a Ranger Leader (girls aged between 12 ½ and 17), but also taken on an additional role of being a Training Assistant, on the pathway to becoming a Trainer for other Leaders. I live my life as I choose, and integrate Moo into it as required if he is in my care.

From an academic point of view, things have been generally speaking, relatively straight forward. I make the most of the time Moo is with his dad as study time and work care arrangements around lectures and tutorials. But if there was ever a piece of advice read here: you have to be a little crazy and whole lot of adaptable to take an intense 5 week summer paper with a two month old. I would sit at my desk and be working on assignments or catching up on readings with Moo lying next to me playing, or almost begging him to go down for a sleep so I could get an hour’s peace to get part of an essay knocked off.

Photo 1.jpeg
This was one method of essay writing; Moo fell asleep in his bouncinette once while I was sprawling through books trying to work on an assignment on the floor.

A lot of the time I find myself switching between my ‘mum’ headspace and my ‘student’ headspace so things can get done. To my classmates I am a regular student just like them, and it’s only when I talk to people that they realise and sit in slight astonishment that I am juggling study with raising an infant. As an undergrad and Moo being his age it is impractical to bring him to lectures meaning I am in constant reliance of my support networks to look after him. Over time, things have certainly become more manageable; I sit and write this on the couch while he eats crackers, stares at the cat, and pulls half the contents of the bottom of the DVD rack out and throws them on the floor. Needless to say he has now started working out how to move, and I spent much of my exam prep this trimester hoping he wasn’t going to learn how to crawl BEFORE my exam.

Photo 2.jpeg
This was Moo as I was writing this piece; he shuffled off the towel, is secretly a gymnast with legs like that, and was trying to pick up a small piece of cracker on the floor. Had also thrown his homemade drum away made out of an old formula tin.

GirlGuiding has been a part of my life for over 15 years now, and the concept of leader’s daughters in units with me has been quite normal. A lot of leaders are typically mums, however being so young means many of the young leaders I work with are usually students or full time employed, maybe with a serious partner but no kids. Suddenly I’m an anomaly; 22 years old, well experienced, young leader, facilitating/attending/presenting trainings WITH an under 5! I emphasise with here, as in the course of his life, Moo has already come to weekend trainings, is down for two school holiday sessions coming up, and I’m sure a few more in the next few years.

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I posted this photo on Facebook on the Sunday morning of my first weekend training, captioned: “There should be a blanket patch labelled ‘I survived a GirlGuide weekend as a trainer with a small child.”

Being a new trainer, plus learning the ropes with a very dependent young child makes anyone’s stress levels skyrocket. Attending a weekend training, let alone facilitating one, is another kettle of fish when it comes to having Moo coming along; sometimes I wonder who has more stuff packed in the car, him or everyone else. By the time all his clothes, port-a-cot, food, some toys, and pushchair are packed, then somehow it’s my personal bits, plus resources needed to bring along and so on to pack; there’s an entire house in a small car minus the kitchen sink and a fridge almost. (Although I’m getting really good at car tetris.) A conference I attended led me to be ‘that crazy woman pushing a pushchair up and down outside to get the baby to sleep’. Part of one weekend training involved sitting at the back of the room listening to presentations quietly, so to avoid the awkwardness of the occasional squeal or baby noise we sat at the back of the room listening while I bribed Moo with gingernuts on a blanket on the floor. That same weekend I was presenting two morning sessions; Moo was happily sitting watching me present when all of a sudden he fell down from sitting up and absolutely lost the plot while I was mid-sentence. Bringing such young children has become a rarity over time but now there are a couple of us who for one reason or another need to bring children along always/on occasion and that these other little people are a major part of our lives beyond GirlGuiding and they do need to come along and be involved in the training sphere sometimes. Bringing Moo along certainly has its challenges, but he has never hindered the ability to get things done.

Looking to the future is a hard and difficult one. My passions for a very long time have laid with the Pacific and Development, and really making a difference in the world. Once upon a time I saw myself ten years from now potentially returning to the academic sphere having ventured overseas once again and gained some real-world experience. Now as I save what I can from my benefit each week so that in the long run I can afford to buy my first home (big dreams I know, but you can’t give up on your dreams entirely) I’m faced with a future either working within the NGO sector locally for a salary less than ideal doing something I love, or adapt my skills into something else and start a career path down a different track, while committing my spare time into my passions. One day I’d love to return to the academic sphere to add to my study in a postgraduate form, but only when things are a little more stable.

Regardless of where the future is headed, there is one thing I know for sure. We cannot let children hold us back from chasing what we want to do, sometimes the better option is to let our children come along in the chase. From my perspective there’s a lot of occasions where we forget that other people have lives beyond the portion of their lives we know them from, and sometimes these intersect, and other times they are reason things do not happen immediately. Adaptability and flexibility is key, not only from a mother’s point of view but from an everybody point of view. I praise people like Lorena who have the ability to combine their interests with their children and also their professional life. As the concept of professional work changes and how it is represented, from flexi-hours to working from home, surely it is time to bring the sphere of children and where they fit in the bigger picture into it as well. What if we looked at others like real complex humans, with histories and stories untold, friendships and relationships we may not know about, and a vast array of experiences and needs; would our methods of recognising care, how we treat people, and how we go about and participate in our careers and lives differently? I certainly hope so.

Doing the squiggly writing – a guest blog post

I am delighted to welcome guest blogger Charlotte Weston, who agreed to write this piece following my earlier post on Doing fieldwork with kids: Part I. These posts are part of an important conversation I think we need to have to make the carework many of us do more visible at university. 

I joined the world of academia at 28 years old; a full decade older than most first year university students. I had a bunch of stuff to do first, like getting married at 21, becoming a solo mother at 24, and trying my hand at lucrative careers like being a musician, a photographer, and a small business owner. When I finally made the decision to go to university it was because I wanted a career rather than a job. I no longer wanted to try and make money from my creative pursuits, and I was ready to commit to something long term. I was exhausted from years of financial insecurity and frugality as the sole-earner, child-carer, and responsibility-bearer for my little household. I wanted to knuckle down and find a more stable and defined career path.

But I had someone else to consider, and what did my son want? Me.

In an effort to balance our needs, I decided to get the education I’d always wanted rather than go back to full time work at that point. I’m working towards improving our lives long-term but in the short-term my university schedule allows me the flexibility to pick him up from school most days and do fun things together…

 Picture1Even though he’s sometimes dejected when I get to school and interrupt his play time.

 …or bring him with me, or stay home when he’s sick without having my pay docked or letting  my colleagues down. It also allows me to include him in my world on a regular basis, something which most workplaces don’t encourage or allow. I have no idea if my university has a policy regarding children on campus; I don’t want to know so I’m not going to ask!

There are such high expectations of constant productivity in the workplace and other institutions that children usually aren’t welcome in those environments: they make noise and have needs and can be unpredictable. And unless an event is specified as child or family friendly, it’s usually not. These attitudes unfortunately have the result of not only excluding children from ordinary or extraordinary experiences, but it excludes their parents as well. Particularly if, as in my case, you’re a solo parent and you just miss out if you can’t take your child with you. I don’t have the money for babysitters, nor do I have a partner to share the daily care. And everyone else misses out too: on opportunities to practice tolerance and kindness when children are disruptive, or the opportunity to meet a cool little human, or experience the genuine infectious joy when a child laughs, or the feeling of being part of a community where people of all ages are valued.

I want to see our society evolve (or return) to one where children are welcome everywhere it is safe for them to be. The only way I know how to do this is to simply ignore the unwritten rules, and take him where I want to go, including university. He’s attended a few lectures per week with me for the last year.

 Picture2Here he is plugged into the tablet during a lecture. Thank goodness I bought that
when I was still working; I had no idea it would be such an effective mute button.

 So far all of my lecturers have been happy for him to accompany me, with some making a particular effort to welcome both of us. I think my favourite moment was when he laughed out loud at what he was watching on the tablet for about 30 seconds, oblivious to the fact that the entire class could hear him, and my lecturer got the giggles. I was highly embarrassed at the time, but now when I look back on it I think it was a wonderful. In my cognitive psychology course I “encouraged” him to sit on the floor under the desk instead of on the seat as we weren’t allowed devices in the first six rows of the lecture theatre due to research into the effects of the distraction on grades. He thought it was super fun to hide under the desk.

Picture3Sometimes he gets bored at uni and does things like this. I’m OK with this. Apparently it’s good for kids to be bored. I’m not going to cite that claim because this is a blog and I don’t have to. 

 Mostly it’s been good, and he’s been good. I’m lucky that he’s old enough to behave (mostly), he sleeps well so I’m not sleep deprived (except when I procrastinate an assignment and stay up late finishing it), and he can entertain himself. As a parent and an adult student I’m motivated, and (reasonably) disciplined. I’m not doing it because it’s the natural progression from high school – that was a long time ago! Nor am I doing it because my parents think I should. I’m doing it for me. I don’t have as many hours in the week as my fellow students who don’t have children, so I have to focus harder in the hours I do have. I’ve spent most of my life as a night owl but these days I usually get up at 5am to study in the peaceful morning hours by myself before I have to get him up and ready for school.

The major downfall of studying with a young child is that I think I could get much better grades if I didn’t have the drain on my energy and time associated with parenting, and I struggle to come to terms with that. I want to do postgraduate study so I need to get good grades. Sometimes I’ve missed lectures because he’s too tired to be trusted to behave, or I just don’t have as many hours to work on assignments as much as I should. However it makes the As I do get that much more satisfying.

There’s also the social downside: I never really lived the young student lifestyle and find it hard to relate to most of the students in my class, who are mostly teenagers. I’ve made one good friend so far – another mature student. I overhear conversations about party games, and happenings in the hall of residence, and I don’t even know what they’re talking about. I feel like I can relate more to the faculty members, but I’m an undergraduate student, so there’s a divide there too.

I’m still financially vulnerable, and that makes me feel guilty and worried. I wasn’t an anxious person before I became a solo parent; now I have constant low level anxiety, and it’s almost entirely money related.

Then there was the time that my son woke up all through the night with a sore tummy, and I couldn’t send him to school but I had a test that day so I took him to university with me. This turned out to be a bad decision.

Picture4So unwell he couldn’t even sit up straight.

 This photo was taken moments before he vomited everywhere. Through the tutorial room, the hallway, and into the toilets I ushered him towards, mid-vomit, that were miraculously across the hallway (but still not close enough). I bumped into the course coordinator for my test as we left university, and asked if I could resit the test another time. She glanced at my vomit-covered child in sympathy and said “of course, go home”. I felt guilty for taking him to university with me; he needed to be home, and if it was a bug other people could have caught it.

Then there are the times when the student lifestyle has meant I’ve been strapped for cash, or too tired to cook a decent dinner, but he still requires feeding on a daily basis.

Picture5Here he is eating cheerios leftover from his birthday party while watching Netflix.
There is not a vegetable nor educational resource in sight, and certainly no nature.
The tomato sauce is in a plastic container as there were no clean dishes left.
I posted this picture on Facebook to make everyone else feel good about their parenting.

I’m too early on in my academic career to have experienced any particular requirements or expectations on my work, so my thoughts are entirely personal at this stage. I do wonder about my future career. I can’t take overseas jobs, and I imagine fieldwork or research as a mother would have added levels of difficulty, although it’s not impossible.

I’m very fortunate that I have a large support network of friends who give me practical and emotional support. I don’t think I could get through the demands of university without them. My friends are a big part of why I want to study friendships and community, and the flip side of that: loneliness and isolation. I’m particularly interested in community in non-traditional urban spaces, and how the internet changed the game. I want to look at it from the various disciplines of psychology, anthropology, geography, and sociology… so I’m doing two degrees at the same time so I can fit in as many papers as possible. I love university; I have always thrived on learning, analysing, debating, critiquing, exploring. Now I’m doing it officially. The benefits are worth the hard parts.

Picture6My friends are great but my cats are no use at all when I’m trying to revise my notes.
Yes, this is a gratuitous kitten picture.

 I asked my son’s opinion on university for this post and he said “I don’t want to give you any answers, think for yourself.” So I asked if he wants to go to university one day: he said he does, he wants to learn writing. “What kind of writing?” I asked. He said “I want to learn to do the squiggly writing.” So in conclusion, here is a picture of his notes from a lecture, compared with my notes. He’s pretty close.

Picture7I particularly enjoy the full stops at the end of each “sentence”.

Doing fieldwork with kids: Part I

Recently I started a new research project looking at the social impacts of three Sistema-inspired orchestral music education programmes operating in low decile schools in the Wellington region, where I live. El Sistema is a Venezuelan music and social development initiative that began in 1975 and is today one of the world’s largest and most famous orchestral music education programmes. Sistema-inspired programmes operate in over 60 countries and there are at least six here in New Zealand, including Auckland-based Sistema Aotearoa. My new project involves working with kids: those involved in the orchestral programmes, and my own. In this post I reflect on what it’s like to do fieldwork with my kids in tow, and in the next I’ll discuss how I plan to work with the children in these programmes.

It took me a good couple of years after finishing my PhD to start a new major research project. There were a few reasons for this. Two weeks after submitting my PhD I started working as a lecturer on a series of short-term contracts which meant constantly developing and teaching new courses. I needed to publish from my dissertation so I could secure a permanent academic position – something that is extraordinarily difficult as an adjunct, as many blogs, news articles and #quitlit posts on social media have pointed out. I had my daughter in 2012. And I needed some space to think about what I wanted to work on for the foreseeable future. In 2013 I was employed on a 3-year, part-time contract, meaning I could access university research funding not available to those on short-term contracts. This, combined with the fact that you need to be research-active with a track record of obtaining funding in order to compete for academic jobs, meant it was a good time to develop a new research project.

When I started my PhD I had not yet met my husband and children were not on my horizon, so everything and anything seemed possible. Now I had two other people to think about in deciding where, how, and what I wanted to research – in that order. I wanted to do ethnographic fieldwork in Wellington and continue my interest in development and social justice. Basing my new project in Wellington was also a practical decision: I could take my daughter with me, I wouldn’t need to be away from home for extended periods of time, and I could get started without the security of funding or a permanent job. Coming up with a feasible project was more difficult, but a serendipitous sequence of events led me to Sistema Aotearoa and eventually the charitable organisations that run Sistema-inspired orchestral music programmes in Hutt Valley and Porirua.

I was pregnant with my second child by the time I established relationships with the organisations, developed a research proposal and obtained funding, and received ethics approval to begin the research. Ethnographic fieldwork was relatively straightforward to begin with as I could take my music-loving daughter and composer/conductor/musician husband along to interviews and performances. Things became a bit tricker after our son was born last year.

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Part of my field-and-carework kit

For a start, my fieldwork kit expanded significantly from a pen, notebook, iPad and camera to include nappy bag, frontpack, and buggy as well as preschooler snacks and activities. I didn’t always have my daughter with me but my son was now a permanent attachment, meaning I relied heavily on family and research assistants for help. He still breastfeeds frequently at night and at the moment my fieldwork doesn’t extend to evening rehearsals as it is just too difficult to get away after the dinner-bath-bed routine. I do go to some evening and weekend performances, usually with one or both kids in tow, and my husband or mother-in-law (also a musician).

Combining fieldwork with carework is not easy. I no longer write notes in the field while my kids are with me, instead relying on my memory, what Simon Ottenberg terms ‘headnotes’ (in the 1990 book Fieldnotes: The Makings of Anthropology edited by Roger Sanjek), and my GoPro camera. I miss things when I’m breastfeeding or changing nappies or leaving the room with a screaming baby or taking a preschooler who’s had enough somewhere else to play. (I have a keen recollection of my then 3-year-old daughter standing up during the middle of a concert and loudly announcing, “That’s enough, everyone wants to go home now.”) My kids miss me when I pay attention to the person I’m interviewing or spend an afternoon at music lessons without them. I often don’t get time to write up my fieldnotes in Evernote at the end of the day, and I definitely don’t have the same amount of time or headspace available to just think.

Despite the difficulties, there are a lot of things I enjoy about combining fieldwork with carework. I like my children being able to see and participate in what I do and love watching their interest in music grow. I get a different perspective when sitting on the floor with my son. My daughter often makes interesting observations about things that I hadn’t noticed, and I value being able to discuss the musical aspects of performances with my husband and mother-in-law. I also appreciate the connections I can make with the children I’m working with, who invariably ask “whose mother are you?” upon meeting me, and also with their parents.

Doing fieldwork with children in tow is not new; a number of anthropologists and geographers have offered useful insights into how one’s children can shape the research process. Kelly Dombroski’s excellent blog post on carework in fieldwork discusses some recent publications on this topic (including her own). However I have not yet come across much work that reflects on fieldwork at home with children. Even this “Family in the Field” survey of anthropologists undertaking fieldwork with their children assumes that ‘the field’ is somewhere away from home.

Do you do ethnographic fieldwork with your kids at locations close to your home? Do you know of people who have written about this? I would love to hear of your experiences!

Version 3
At a concert with my 5 month old (note the buggy doubling as a tripod)

 

AAA 2015 Melanesia Interest Group Business Meeting

As Convener of the AAA’s MIG (Melanesia Interest Group), I want to extend an invitation to all those attending the AAA 2015 meetings in Denver with an interest in Oceania to attend the MIG business meeting.

Date: Thursday November 19

Time: 6:15-7:30 PM

Venue: Room 706 of the Colorado Convention Center
Our meeting agenda is as follows:

  • Convener’s report
  • Incoming convener elections
  • Member updates
  • Proposal for discussion: that we change the scope and mandate of Melanesia Interest Group to become the Oceania Interest Group
  • Proposal for a 2016 AAA panel in honour of Nancy Sullivan

Hope to see you there!

AAA 2015 sessions and papers relating to Oceania

The preliminary programme for this year’s annual meeting of the American Anthropological Association (18-22 November) in Denver is out and looks great. With my AAA Melanesia Interest Group (MIG) Convener hat on, I have scanned through the programme and compiled a list of sessions, papers and meetings that will be of interest to people working in Oceania. I’ve cast my net slightly wider than Melanesia to include as many places in the Pacific as I could find, including Australia and New Zealand.

If I have missed anything please let me know so I can add it!

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Negotiating comparison in ethnographic fieldwork

Anthropology, a discipline dedicated to understanding the full range of human experience from as many perspectives as possible, has always been comparative. This comparative aspect was one of the things that initially captured my imagination as a student. I became interested in understanding how issues that affect humans everywhere – such as poverty, inequality and development – appear in different contexts. I believe that to better debate such issues, we need to understand people’s practices as well as context-specific structures of history, environment, society, and culture. Careful comparative analysis can add to knowledge about development and social change by informing debates and contributing to more effective policies and strategies.

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Confessions Of a Poverty-Class Academic-In-Training

Thoughtful and thought-provoking piece on class differences in academia. I found a lot to identify with in this essay (although, unlike the author, I became bogged down with debt) and think we need more conversations like this at university.

Conditionally Accepted

Grace Cale photoGrace Cale is a PhD student in sociology.  Having gained her undergraduate degree from a college that specifically accepts marginalized and impoverished students, she is a passionate ally to many causes of social justice. Her research interests focus on political participation, social movements, neoliberalism, markets, and financialization. In the first part of this two-part essay, Grace reflects on the invisibility of scholars from working-class and  poor families, and the struggles these scholars face in academia; to rectify this, she calls for community-building among working-class scholars in academia.

Confessions Of A Poverty-Class Academic-In-Training

When I set out to write this essay, I had little concrete idea of what I sought to achieve. I knew that there was something unique about becoming an academic from a situation of clear poverty, and that I needed to make a case for this experience as existing along a real line of marginalization. Or at least…

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Using Evernote for ethnographic fieldnotes

A while ago I wrote about the fieldnote template I used in MS Word for my PhD research. Now that I’m starting some new projects it’s the perfect time to try Evernote for ethnographic fieldnotes.

I have used Evernote for a while (mainly for storing annotations and web clippings) but I have to admit it wasn’t the first thing that sprang to my mind when I thought of switching away from MS Word for fieldnotes. I asked ethnographic researchers on Twitter to share what they used to take electronic fieldnotes, and Kelly Dombroski was the first to suggest I take a look at the possibilities Evernote provides for writing and organising fieldnotes. A quick Google search led me to a couple of useful blog posts by reseachers who use Evernote this way, including one by David Keyes on Evernote as Field Notebook where he talks about how he came to use Evernote for fieldwork and data analysis. Over on the Wenner-Gren Blog, Danielle Carr discusses how she became a “reluctant convert” to Evernote and outlines some advantages and disadvantages of using it. Taking a slightly different approach, Tim Sensing uses Evernote for a student ethnography assignment, something also suggested on a web page I found for the course Web 2.0 Foundations: A Networked Research Course describing how to take fieldnotes and write them up in Evernote.

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Anthropology theses published in Aotearoa New Zealand in 2014

Following on from my post last year, here is a list of theses (Masters and PhD) published in anthropology departments in Aotearoa New Zealand in 2014. My list includes all major universities except for Auckland University of Technology, not because AUT doesn’t offer anthropology (it does, in the School of Social Sciences and Public Policy) but because it takes an interdisciplinary approach and I couldn’t tell which of its theses were more or less ‘anthropological.’

I compiled this list by searching the New Zealand National Union Catalogue of the National Library of New Zealand, which holds masters theses and doctoral dissertations awarded by New Zealand universities. I also searched individual university library catalogues and online research commons. I used the keywords “anthropology” and “thesis” in my search. Some catalogues were more difficult to navigate than others and I had restricted access to several resources, so my apologies to those whose names I have missed. Please comment below if you have a thesis to add to this list or correction I need to make.

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Planning and writing a thesis with a table of contents

This is the time of year when our Masters students are starting to think about how they’re going to write their theses. It can be a daunting concept! Having essentially learnt what ‘not to do’ when writing my own MA thesis, I decided early on in my PhD to write and actively work with a table of contents. The idea for this came from several excellent books I read on writing, including Harry Wolcott’s Writing Up Qualitative Research, Joan Bolker’s Writing Your Dissertation in 15 Minutes a Day, and Laurel Richardon’s Writing: A Method of Inquiry.

To begin with, I spent one pomodoro (a 25-minute dedicated writing block) working on my table of contents every month. I would send it to my supervisors as a way for them to see how my work was progressing. Doing a table of contents helped me keep the big picture in mind and be a more productive, focused writer.

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