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This paper highlights some of the personal, cultural, and philosophical challenges facing pro-choice feminists who miscarry in the United States. In light of the acrimonious debate over abortion, and the pressure to assign moral personhood to the beings lost in miscarriage, I offer suggestions for how we might mourn our losses without solidifying pro-life/anti-abortion politics. I outline a relational model of pregnancy and pregnancy loss that recognizes physical interrelation and dependency of an embryo/fetus on a woman, yet attaches as little or as much emotionality to that connection as each individual woman deems fit.

Recently, I found myself leaving a Women's Studies meeting with a colleague whom I did not know well. As we walked across campus together, we made polite small talk through typical academic introductions-how long we had been at the university, where we had done our graduate work, where we were from originally. Before long, we were commiserating about the impossibility of balancing our workloads with our personal lives, and my colleague worried aloud about neglecting her husband and her awkward teenage son.

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My initial interest in multi‐cultural art education coupled with a wish to promote more cultural equality was inspired by my two years teaching experience in Kenya, Africa. The contrast of cultures gave me an objective view of my own culture on my return home and I found that I had not only changed as a person as a result, but wanted to continue that change, which gave me the motivation to become a research student, whilst lecturing. As a lecturer in and around the Bristol area it came to my notice through informal conversations with my colleagues at work that they held quite racist views. This I felt was a very insular way of viewing the world when global communications were very efficient and wide spread. In view of this, I chose to investigate to what extent Further Education staff in art and design were racist, and to consider how that might affect students' performance in terms of self‐esteem, achievement and assessment. I took a psychodynamic approach to the interview schedule which was based on my experience and training as an art therapist, as well as an artist‐sculptor and lecturer, and used Race Awareness Training (RAT), and specific criteria to base and analyse the data collected during the research. An interpretative paradigm was used in the final analysis and evaluation of this small scale study. The qualitative methodology used was felt to be more applicable to a personal approach because it gained clearer and more honest information in this sensitive field.