Laughter and Forgetting: Using Focus Groups to Discuss Smoking and Motherhood in Low-Income Areas in the UK

Autor/in	Robinson, Jude
Titel	Laughter and Forgetting: Using Focus Groups to Discuss Smoking and Motherhood in Low-Income Areas in the UK
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 22 (2009) 3, S.263-278 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
Schlagwörter	Verbal Communication; Smoking; Child Rearing; Interpersonal Relationship; Humor; Interaction; Student Motivation; Foreign Countries; Group Discussion; Feminism; Poverty; Mothers; Health Behavior; Group Dynamics; Pregnancy; Coping; Focus Groups; United Kingdom + Suchen Sie Ihr Suchwort? Rauchen; Kindererziehung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Humoristische Darstellung; Interaktion; Schulische Motivation; Ausland; Gruppendiskussion; Feminismus; Armut; Mother; Mutter; Health behaviour; Gesundheitsverhalten; Gruppendynamik; Schwangerschaft; Bewältigung; Großbritannien
Abstract	This article considers previously ignored aspects of verbal communication, humor and laughter, as critical components of social interaction within group discussions. Drawing on data from focus groups, Robinson uses a feminist perspective to explore how mothers living in areas of poverty in Liverpool, UK, use humor and laughter to discuss their experiences of smoking and caring for children. While laughter enabled some women to talk about sensitive and private issues, humor was also used by some women as a form of control, that is, to depress pretension in other women, to direct the flow of the discussion and to prevent the raising of "uncomfortable" issues around their failure to prevent their children's exposure to the health risks associated with breathing tobacco smoke. Robinson concludes with a discussion of how humor and laughter affected the dynamics of the groups and transformed the "neutral" role of the moderator. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10