Narratives of distress about birth in South African public maternity settings: A qualitative study

Chadwick, Rachelle; Cooper, Diane; Harries, Jane

doi:10.1016/j.midw.2013.12.014

Cited by 96 publications

(142 citation statements)

References 32 publications

Supporting

Mentioning

128

Contrasting

Unclassified

Order By: Relevance

“…The prevalence of abuse, neglect and disrespect of women in labour by health 'care' providers was astounding. Students' anecdotal accounts were consistent with past (Jewkes, Abrahams and Mvo 1998) and recent findings (Chadwick, Cooper and Harries 2014;Kruger and Schoombee 2010). For instance, students frequently witness the screaming of abuse at non-compliant women.…”

Section: Introductionsupporting

confidence: 59%

A diffractive exploration of affect: Learning, research and teaching in obstetrics

Mitchell

2016

SAJHE

View full text Add to dashboard Cite

Instances of abuse, neglect and disrespect to women in labour are not uncommon in South Africa's public health birthing facilities. These social injustices are surrounded by a pervasive silence that confronts undergraduate medical students in their first practical obstetrics rotation.In this article I draw on affect theory to explore how students engage with these unjust practices.Through a diffractive analysis I question how drawings can be used to elicit affect as a pedagogic device towards developing a socially just pedagogy in obstetrics. In this ethics-approved study I address three aspects of student learning. Firstly, the ways in which the medical curriculum appears to obfuscate affect. Secondly, how affect is entangled in student learning, complicating responses to unjust practices. Thirdly, how drawings as data-in-the-making have elicited students' affective responses to confront difficult curriculum encounters. This visual methodology is thus opening in/determinate educational spaces for activism against unjust practices.

show abstract

Section: Introductionsupporting

confidence: 59%

A diffractive exploration of affect: Learning, research and teaching in obstetrics

Mitchell

2016

SAJHE

View full text Add to dashboard Cite

show abstract

“…[12] Reports of abusive mistreatment of women and girls in obstetric contexts date back to 1998, [13] yet little seems to have changed almost 20 years later, with recent research finding the same patterns of mistreatment in public sector facilities. [6] There is no doubt that there are significant structural impediments to changing practices (i.e. spatial configurations of obstetric facilities that discourage privacy and women's right to a labour companion).…”

Section: A Form Of Gender Violence?mentioning

confidence: 99%

“…[4][5][6] There has recently been growing international attention to this problem, [7,8] and it has been recognised that abusive treatment is connected to poor uptake of maternity services and poor maternal and infant health outcomes in some settings. For a long time, the importance of respectful and dignified care during labour and childbirth has been a 'blind-spot' in global health agendas, [7] but calls for action and accountability are now becoming difficult to ignore.…”

mentioning

confidence: 99%

Obstetric violence in South Africa

Chadwick

2016

S Afr Med J

View full text Add to dashboard Cite

“…These concerning and persistent injustices are experienced by many women giving birth in public health facilities in South Africa. Patients' "narratives of distress" have been documented by Chadwick, Cooper and Harries (2014), as well as the Human Rights Watch (Odhiambo 2011).…”

Section: Introductionmentioning

confidence: 99%

Diffracting reflection: a move beyond reflective practice

Mitchell

2017

Educ. as change

View full text Add to dashboard Cite

Reflective practice has become a core component in higher education studies. In the health sciences, reflective tasks are required throughout the undergraduate programmes, yet many students struggle to find value in these tasks for their present and future professional practice. Benefits that can be derived from the process are undermined by this lack of motivation for reflective engagement. Concern around the static, contained, individualist nature of reflections that often face judgement through assessment can be addressed by opening up the process to generate new potentials. In this paper, I draw on new materialism and the Baradian (2007) philosophy of diffraction to move beyond the reflective practices of representation and sameness by affirmatively working with/through differences. I refer to data collected in an ethics approved research study at the University of Cape Town (UCT), South Africa, to explain a context of unjust practices in which students learn. I demonstrate how students' reflective texts shared online on the Google Drive platform can be productive and transformative material forces that enact new knowledge, valued by students. The apparatus of text-students-events is put to work creating new possibilities to enable a socially just pedagogy in medical education.

show abstract

Narratives of distress about birth in South African public maternity settings: A qualitative study

Cited by 96 publications

References 32 publications

A diffractive exploration of affect: Learning, research and teaching in obstetrics

A diffractive exploration of affect: Learning, research and teaching in obstetrics

Obstetric violence in South Africa

Diffracting reflection: a move beyond reflective practice

Contact Info

Product

Resources

About