Background Research into the effectiveness of antenatal education classes is crucial for Indigenous Peoples from Aotearoa New Zealand, Australia, Canada and the United States who experience poorer maternal and infant health outcomes compared to non-Indigenous populations. Our systematic review questions were intended to determine the extent of Indigenous Peoples prioritisation and involvement in antenatal education classes, and to understand the experience of Indigenous Peoples from these countries in antenatal education classes. Methods Using a standardised protocol, we systematically searched five electronic databases for primary research papers on antenatal education classes within the four countries noted and identified 17 papers that met the criteria. We undertook a qualitative meta-synthesis using a socio-critical lens. Results Systematic review of the academic literature demonstrates that Indigenous Peoples of Aotearoa New Zealand, Australia, Canada and the United States are not prioritised in antenatal education classes with only two of 17 studies identifying Indigenous participants. Within these two studies, Indigenous Peoples were underrepresented. As a result of poor engagement and low participation numbers of Indigenous Peoples in these antenatal education classes, it was not possible to understand the experiences of Indigenous Peoples. Conclusion Given that Indigenous Peoples were absent from the majority of studies examined in this review, it is clear little consideration is afforded to the antenatal health needs and aspirations of Indigenous Peoples of Aotearoa New Zealand, Australia, Canada and the United States. To address the stark antenatal health inequities of Indigenous Peoples, targeted Indigenous interventions that consider culture, language, and wider aspects of holistic health must be privileged. Trial registration PROSPERO Registration ID: CRD4202017658

Global studies attest that early engagement with childbirth education (CBE) classes enhances maternal and infant health outcomes. In Aotearoa New Zealand, Māori participation rates in CBE classes are lower than those of their non-Māori counterparts. Current CBE classes are designed and delivered using a predominantly Western medicalised approach that negates Māori birthing knowledge, expertise, and values. However, sporadically, Kaupapa Māori CBE classes are being delivered. This article draws on a wider study that explores the Hapū Wānanga (HW) CBE programme, a by Māori, for Māori pregnancy and parenting initiative. This mixed-method interpretive study used retrospective post-course survey data of 1,152 participants over a three-year period from the HW based in the Waikato District Health Board region. Data explored the programme’s quality, the impact on levels of knowledge and understanding, and the overall experiences and views of participants. This artice interrogates the factors that shaped participation, engagement and acceptability of the HW for participants.

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In this paper we build upon recent organizational research drawing upon the work of Henri Lefebvre, and feminist engagements with his theory of “Rhythmanalysis”, to examine how the COVID‐19 pandemic disrupted women's everyday lives and the impacts on their relationship with work. Drawing upon interviews with 38 women from diverse socio‐cultural backgrounds living in Aotearoa New Zealand, we describe the pandemic as an “arrhythmia”, a radical rupture to the familiar rhythms of their everyday social and working lives. We describe how the pandemic arrhythmia was felt in and through bodies (i.e., sleep, weight), and how women responded by creating counter rhythms (i.e., hobbies, exercise, food) as strategies to support their own and others wellbeing. Furthermore, radically disrupting linear repetitions of everyday work, social and family life, the pandemic prompted many to reflect differently upon how pre‐pandemic rhythms shaped by the social, economic and gendered structures of neoliberalism were causing various forms of alienation (i.e., from their own health and wellbeing, meaningful social connections, ethical and sustainable working practices, and from pleasure). For some women, the pandemic arrhythmia was a puncturing of their normalized time‐space gendered routines, leading to critique and transformation to their everyday work‐life patterns. Engaging a feminist reading of rhythmanalysis, this paper brings into focus how neoliberal gender regimes are reconstituted and disrupted in the rhythms and routines of women's everyday lives. In so doing, we highlight the potential in feminist engagement with arrhythmia to extend understandings of the gendered politics of everyday life during and beyond pandemic times, and the value in such approaches for organizational scholars interested in understanding the gendered rhythms of daily life and their effects on relationships with work.