hmm
i have a concern.
i've been reading, which is going well.
i also took a reading break to write about implications.
i'm still not 100% sure where i'm going with them.
i need to figure it out a little better. i'd like to do that before i meet with lorraine.
but right now here is my concern.
my research questions:
how do peace activist mothers negotiate the boundary between preparing their children for the world and protecting them from it?
how is this boundary between preparing and protecting enacted, as illustrated in their children's construction of the world and their place in it?
i haven't really addressed the second question in those analysis chapters, how the boundary is enacted on the children. in fact, the children have almost entirely dropped out, and that's something that is bothering me.
what to do? i don't know -- i'm running out of time.
i've been reading, which is going well.
i also took a reading break to write about implications.
i'm still not 100% sure where i'm going with them.
i need to figure it out a little better. i'd like to do that before i meet with lorraine.
but right now here is my concern.
my research questions:
how do peace activist mothers negotiate the boundary between preparing their children for the world and protecting them from it?
how is this boundary between preparing and protecting enacted, as illustrated in their children's construction of the world and their place in it?
i haven't really addressed the second question in those analysis chapters, how the boundary is enacted on the children. in fact, the children have almost entirely dropped out, and that's something that is bothering me.
what to do? i don't know -- i'm running out of time.