92386 Power, Politics and Midwifery
Warning: The information on this page is indicative. The subject outline for a
particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2025 is available in the Archives.
Credit points: 6 cp
Subject level:
Postgraduate
Result type: Grade and marksRequisite(s): 92383 Translating Research into Midwifery Practice AND 92388 Midwifery Practice 1 AND 92389 Aboriginal and Torres Strait Islander Health: Women and Babies
There are course requisites for this subject. See access conditions.
Description
This subject focuses on the intersection of gender (the cultural construction of femininity and masculinity), power and the socio political contexts of childbearing. Students examine midwifery from a feminist perspective and identify historical and current gender-based issues that impact on the profession and therefore on childbearing women. The subject examines historical medicalisation practices and current technological influences in relation to the position women hold in westernised societies.
The subject exposes students to sociopolitical discourses that inform the experience of childbirth for women, families and for midwives. The portrayal of childbearing and midwifery in popular culture provides a platform for students to critically analyse the portrayal of women, birth and mothering in today’s society. The subject also provides an overview of the human rights’ perspective on childbearing and the care that women have a right to deserve and includes how midwives work in partnership with women to advocate for improvements and reform in maternity services.
Subject learning objectives (SLOs)
| A. | Examine midwifery from a feminist perspective and identify aspects of the profession that have been and remain affected by gender and other inequalities |
|---|---|
| B. | Recognise power structures in the current health and political systems and the influence these have on women, childbearing and in midwifery |
| C. | Critique the role of the midwife within the broad political agenda of Australia and internationally |
| D. | Explore the role of the woman in the politics of maternity care and midwifery and how advocacy can bring about reforms and health policy change |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- Practice woman centred care (1.0)
- Appreciate the centrality of the relationship with each woman to the practice of midwifery (1.2)
- Work in partnership with women (1.5)
- Demonstrate a comprehensive understanding of the woman, her clinical and psychological needs and work in partnership to implement a treatment plan (1.7)
- Demonstrate critical thinking and sound clinical judgment that is based on evidence and reflects appropriate reasoning within the relevant professional codes and guidelines (2.2)
- Communicate effectively using spoken, written and non-verbal language across a range of contexts and to diverse audiences (2.3)
- Influence and contribute to the development of midwifery as a distinct profession through leadership, mentoring and positive role modelling (3.1)
- Demonstrate respectful and collegial collaboration with women, professional peers and other stakeholders (3.2)
- Participate effectively as a member of an interdisciplinary healthcare team (3.3)
- Demonstrate knowledge of the broader health system and advocate for midwifery as a local and global public health strategy (5.2)
- Interpret and value the evidence to underpin practice and influence change (6.1)
- Actively contribute to the development of midwifery as a profession and the politics that influence midwifery (6.2)
Contribution to the development of graduate attributes
Woman centred care
In this subject, students will be exposed to the underlying social and political structures that underpin the practice of midwifery. They will be encouraged to advocate for women’s human rights in childbirth. Complex legal and ethical issues, and the way they impact on care provided to women, will be examined. Students will explore popular media and how this influences the experience and expectations of women as they seek and experience care.
Professional Competence
Critical thinking and communication skills will be highlighted, especially in relation to legal and ethical challenges including working with women who choose care outside of recommended guidelines. Students will also be exposed to emerging areas that will impact their professional life in the future, including genomics. The use of personal power, and it's impacts on women and colleagues in the practice of midwifery will be explored.
Resilience
Creativity is an essential component of improving midwifery practice and the care of women and newborns. This subject will require students to address political issues in creative ways, creatively address gender and power challenges in the health system and consider innovative ways to bring about change.
Diversity
This subject will expose students to experiences from the perspective of consumers and highlight the importance of advocacy to promote equitable provision of quality care, particularly for vulnerable or disadvantaged women and families. The subject will explore the importance of respectful care and human rights issues in childbirth. Interactions between womens health, diversity, gender, culture and the notion of intersectionality will be explored.
Teaching and learning strategies
In this subject, students participate in a range of teaching and learning strategies that are designed to develop the necessary knowledge and skills to understand and explore the practice of midwifery with the framework of power, politics and a human rights agenda.
CASE STUDIES AND STORIES FROM PRACTICE
Case studies and stories from practice depict people and their families in clinical, community and social situations. Students use these scenarios to learn concepts, interpret information and develop creative solutions. Students develop critical thinking through analysis, interpretation of and reflection on issues or situations. Students engage specifically with websites and blogs that address the issues of the human rights in childbirth movement.
ONLINE LEARNING ACTIVITIES
Students access online learning resources including pre-class activities, podcasts, videos, professional and grey literature prior to the online zoom class. Online resources enable students to clarify complex concepts and terminology and engage with sensitive or confronting topics at their own pace. These activities are then discussed in the online class or in an online forum to share learning, experiences and reflections.
Content (topics)
Feminism and midwifery
- The role of equity and equality in maternity care
- Power structures in the current health and political systems and the influence these have on women, childbearing and in midwifery.
- Understanding of how midwives fit into the political world of maternity care, and the role that they have to play in advocating for women and bringing about change
Reproductive choices
- Ethical and professional responsibilities when working with women, partners and families
- Pregnancy choices –legal and ethical issues
- The rights of the woman over the rights of the foetus
- Women who refuse care
- Women who chose care outside usual guidelines
The power and politics of reproductive rights and maternity care
- The role of the midwife in the broad political agenda in Australia and internationally
- Human rights issues and perspectives in childbirth
- History and use of advocacy to bring about reform in maternity services –listening to the voice of women
- Power and gender politics in popular culture
Motherhood and fatherhood in modern society
- Contested meanings of birth
- Society’s beliefs and values on birth and mothering
Assessment
Assessment task 1: Feminism and midwifery
| Intent: | This reflective writing task is designed to help students explore their own beliefs, biases, and experiences related to feminism and midwifery. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, B, C and D This assessment task contributes to the development of graduate attribute(s): 1.7, 2.3, 3.1, 3.2, 3.3 and 5.2 |
| Type: | Reflection |
| Groupwork: | Group, group assessed |
| Weight: | 30% |
| Length: | 800 words. |
Assessment task 2: Video diaries 2A and 2B
| Intent: | The use of a video diary as an assessment item is an effective and engaging approach. This assessment method is designed to facilitate deep reflection on student’s experiences, thoughts, and observations related to power dynamics and political influences within the field of midwifery as covered in the subject Power, Politics and Midwifery. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, B, C and D This assessment task contributes to the development of graduate attribute(s): 1.7, 2.2, 2.3, 3.1, 3.2, 3.3, 5.2, 6.1 and 6.2 |
| Type: | Portfolio |
| Groupwork: | Individual |
| Weight: | 60% |
| Length: | Each video should be approximately 4-5 minutes in length |
Assessment task 3: Engagement, Peer Review & Reflection
| Intent: | Responding to other students' online posts serves several important purposes that contribute to a richer and more effective learning experience. Responding to peers' posts showcases students' knowledge of the subject matter. It allows students to demonstrate their grasp of concepts and theories in a practical context. Constructive critique or agreement helps develop students critical thinking skills as they assess the strengths and weaknesses of different arguments. Explaining concepts or debating ideas in response to peers' posts also deepens students own understanding of the material. Online interactions provide opportunities for collaborative learning. Through discussions, students will work together to solve problems, clarify doubts, and collectively enhance their understanding. Constructive criticism and suggestions from peers will assist students refine their thoughts and develop a more well-rounded perspective. Finally, the activity is a valuable opportunity to learn, share, and grow within a community of life-long learners, contributing to the students overall educational experience and ability to be solutions-based problem solvers. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): B, C and D This assessment task contributes to the development of graduate attribute(s): 1.0, 1.2, 1.5 and 2.3 |
| Type: | Reflection |
| Groupwork: | Individual |
| Weight: | 10% |
| Length: | Four (4) 100 word response posts. Two for video diary 2A and two for video diary 2B. |
Minimum requirements
Full attendance and participation in face-to-face teaching and learning sessions as well as the online activities is a requirement to pass this subject. Students must inform the subject coordinator by email if they are unable to attend a study day.
If a student is absent, he or she may be required to submit additional material to the lecturer. This material may be a summary of the lectures and readings of the day. Where required, this material is checked by the lecturer as 'satisfactory' or 'not satisfactory' but is not marked and no additional feedback is provided. This work is not counted towards the subject assessment.
Poor attendance may result in failure of the subject.
Recommended texts
Byrom, S & Downe, S. The Roar behind the Silence: Why Kindness, Compassion and Respect Matter in Maternity Care. Pinter and Martin. Catling, C., Cummins, A. and Hogan, R. (2016), Stories in Midwifery; Reflection, Inquiry, Action, Elsevier Australia
Dahlen, H, Kumar-Hazard, B. & Schmied, V. (2020). Birthing outside the system: the canary in the coal mine. Routledge.
Edwards, N., Mander, R. & Murphy-Lawless, J. (2018). Untangling the maternity crisis. Routledge.
Hill, M. (2019). Give Birth Like a Feminist. Harper Collins.
References
Byrom, S., & Downe, S. (2015). The roar behind the silence: Why kindness, compassion and respect matter in maternity care. Pinter & Martin Ltd.
Crowther, S & Hall, J. (2018). Spirituality and Childbirth: meaning and care at the start of life. Routledge.
Dahlen, H., Kumar-Hazard, B. & Schmied, V. (2020). Birthing outside the system: the canary in the coal mine. Routledge.
Edwards, N., Mander, R. & Murphy-Lawless, J. (2018). Untangling the Maternity Crisis. Taylor and Francis.
Hill, M. (2019). Give birth like a feminist. Harper Collins.
Kirkham, M. (2010). The midwife-mother relationship ( 2nd ed.). Palgrave Macmillan.
MacColl, M.R. (2009). The birth wars. University of Queensland Press.
Pairman, S., Tracy, S., Dahlen, H., & Dixon, L. (2019). Midwifery: Preparation for Practice (4th ed.). Elsevier Australia.
Other resources
UTS Student Centre
Building 10
Monday to Friday: 9am - 5pm
Tel: 1300 ASK UTS (1300 275 887)
Details for student centres: www.uts.edu.au/current-students/contacts/general-contacts
For other resources/ information refer to the Faculty of Health website (www.uts.edu.au/about/faculty-health) and Canvas at: https://canvas.uts.edu.au/.
UTS Library
The Library has a wide range of resources, facilities and services to support you including textbooks, subject readings, health literature databases, workshops and bookable study rooms. There is also a team of librarians to help you with your questions available via online chat, phone and in person. W: https://www.lib.uts.edu.au/, Facebook: utslibrary, Twitter: @utslibrary Tel: (02) 9514 3666.
Improve your academic and English language skills
Marks for all assessment tasks such as assignments and examinations are given not only for what you write but also for how you write. If you would like the opportunity to improve your academic and English language skills, make an appointment with the HELPS (Higher Education Language & Presentation Support) Service in Student Services.
HELPS (Higher Education Language & Presentation Support)
HELPS provides assistance with English language proficiency and academic language. Students who need to develop their written and/or spoken English should make use of the free services offered by HELPS, including academic language workshops, vacation intensive courses, drop-in consultations, individual appointments and Conversations@UTS (www.ssu.uts.edu.au/helps). HELPS staff are also available for drop-in consultations at the UTS Library. Phone (02) 9514 9733.
Please see www.uts.edu.au for additional information on other resources provided to students by UTS.
The Accessibility and Financial Assistance Service
?The Accessibility Service can support students with disabilities, medical or mental health conditions, including temporary injuries (e.g., broken limbs). The Accessibility Service works with Academic Liaison Officers in each Faculty to provide ‘reasonable adjustments’ such as exam provisions, assistive technology, requests and strategies for managing your studies alongside your health condition. If you’re unsure whether you need assistance, we recommend getting in touch early and we can provide advice on how our service can assist you. Make an appointment with an Accessibility Consultant (AC) on +61 2 9514 1177 or Accessibility@uts.edu.au.