Use this URL to cite or link to this record in EThOS:
Title: The development of midwifery knowledge and its relationship to the curriculum : an investigation of two cases
Author: Comerasamy, Huguette
ISNI:       0000 0001 3561 0325
Awarding Body: University of Surrey
Current Institution: University of Surrey
Date of Award: 2001
Availability of Full Text:
Access from EThOS:
Access from Institution:
This study examines the nature and development of midwifery knowledge and its relationship to the curriculum. Central to this examination is the thesis that its origin and development is linked principally to a radical cultural transformation of society. Ideas from three socio-philosophical theories are used as a conceptual framework in. this analysis. These are modernity, postmodernity and premodernity. They represent the cultural shifts that have taken place as midwifery has evolved and play a central role in providing the tools for questioning the impact of cultural transformation on the construction of midwifery knowledge and to even question whether there is such a thing called midwifery knowledge. This study uses a non-experimental research approach. In combines two stages of enquiry, which involve two cases. The first entails a theoretical investigation of the evolution of midwifery in the UK. The second phase was conducted in Mauritius. The data was analysed using the perspective of critical theory. This study shows that midwifery knowledge is a social construct, culturally determined, relative and embedded in the historical context. It is interpreted within two contending worldviews, one scientific and the other religious. Both of these have to be kept in balance in order to reach a total representation of midwifery knowledge. Whilst there is a unity of purpose, which is assisting women in giving birth, the conclusion about the examination of midwifery knowledge suggests that there is no single body of midwifery knowledge but that there are different knowledges, which stem from different epistemological positions. How should we integrate these positions into the development of the curriculum and in tailoring our practice that must be relevant to a population that is increasingly culturally diverse? This study concludes by addressing this question and suggests that there is need for further research into the context within which midwifery knowledge is produced and legitimised. Other areas for future research are also identified.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available