Period poverty: The perceptions and experiences of impoverished women living in an inner-city area of Northwest England.

BACKGROUND: The menstrual needs of girls and women are important to health, education, and well-being. Unmet need and harm from poor menstrual health in low-and- middle-income countries have been documented, but with little empirical research undertaken in high income countries. Continuing austerity in the UK suggests menstruators are likely more vulnerable to 'period poverty' than previously, with the COVID-19 pandemic assumed to exacerbate the situation. AIM: To explore the menstrual experiences and perceptions of women in the UK who are living under circumstances of deprivation, alongside views of staff working in organisations supporting these women, to understand whether women's menstrual needs are met. METHODS: A qualitative study was conducted in an inner-city in NW England. Three focus group discussions and 14 in-depth interviews were conducted across three study sites supporting impoverished women. Data was analysed thematically. RESULTS: Themes were: reflections on menstruation; affordability of products; access to public facilities; organisational support; potential solutions. Many women perceived menstruation as a burden in three aspects: physical discomfort and pain; psychological anxiety; and shame and stigma. Managing menstruation was difficult due to cost relative to low incomes, with food, heating and lighting prioritised, leaving women improvising with materials or wearing products for longer than desired. Most suggested that products should be free, often remarking if men required similar items this would happen. Most women were unaware supporting organisations provided free products. Staff felt the small range of products offered did not meet client needs and were ill-prepared to have conversations on products and clients' menstrual needs. CONCLUSION: Impoverished women lack the necessary resources to manage their menses well which negatively impacts their health and brings stress, embarrassment, and shame. Support, including access to free products, is needed at both local and national level to help impoverished women manage their menstrual hygiene.

Preservice EFL Teachers' Experiences in Their First Teaching Practicum: A Collaborative Autoethnography

This paper reports a collaborative autoethnography on a first teaching practicum at Universidad Surcolombiana. The study aimed at how we, as novice researchers and preservice English as a foreign language teachers, make sense of our teaching experiences in our first teaching practicum using collaborative autoethnography as a research method. The data were collected by reflective journals and ethnographic observations. Results show the meaning that we give to our experiences, before and during the covid-19 pandemic, by recognizing and analyzing our sociocultural context. Additionally, we were immersed in a virtual learning environment where we had the opportunity to confront unforeseen changes imposed by the pandemic, familiarize ourselves with possible issues that teachers grapple with, and imagine new ways to be ourselves.

Preservice EFL Teachers’ Experiences in Their First Teaching Practicum: A Collaborative Autoethnography

This paper reports a collaborative autoethnography on a first teaching practicum at Universidad Surcolombiana. The study aimed at how we, as novice researchers and preservice English as a foreign language teachers, make sense of our teaching experiences in our first teaching practicum using collaborative autoethnography as a research method. The data were collected by reflective journals and ethnographic observations. Results show the meaning that we give to our experiences, before and during the COVID-19 pandemic, by recognizing and analyzing our sociocultural context. Additionally, we were immersed in a virtual learning environment where we had the opportunity to confront unforeseen changes imposed by the pandemic, familiarize ourselves with possible issues that teachers grapple with, and imagine new ways to be ourselves. Alternate : Este artículo reporta una autoetnografía colaborativa en una primera práctica docente en la Universidad Surcolombiana. El estudio es un análisis de como nosotras, como investigadoras y profesoras de inglés en formación, le damos sentido a nuestras experiencias docentes en nuestra primera práctica docente, y para ello utilizamos la autoetnografía colaborativa como método de investigación. Los datos fueron recolectados por medio de diarios reflexivos y observaciones. Los resultados muestran el significado que le damos a nuestras experiencias, antes y durante la pandemia de COVID-19, mientras reconocemos y analizamos nuestro contexto sociocultural. Además, estuvimos inmersas en un entorno de aprendizaje virtual, donde tuvimos la oportunidad de enfrentar cambios imprevistos impuestos por la pandemia, familiarizarnos con posibles problemas que los maestros enfrentan e imaginar nuevas formas de ser nosotros mismos.