<p>This volume offers both theoretical and research-based accounts from mothers in academia who must balance their own intricate knowledge of school systems, curriculum and pedagogy with their children's education and school lives. It explores the contextual advantages and disadvantages of "knowing too much" and how this impacts children's actions, scholastics and developing consciousness along various lines. Gathering narratives from academic women in traditional and nontraditional maternal roles, this volume presents both contemporary and retrospective experiences of what it's like to raise children amidst educational and sociocultural change.</p>
