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The role of the fairy godmother is a traditional archetype in the fairy tale genre, providing guidance and utilising transformative magic to enable the young heroes of the tales to find their happy endings. Shows such as Queer Eye feature LGBT+ people performing quasi-magical makeovers to reveal participants' ‘true selves’ and Pose and RuPaul's Drag Race have raised awareness of drag mothers and other forms of queer mentorship and support. As a result, the role of the fairy godmother is now opening up to include men and non-binary people.

One notable example is Billy Porter's ‘Fabulous Godmother’ in Cinderella (2021) who floats onto the scene, where the script, costuming, and performance underline his presentation as an openly queer character, taking Cinderella under his wing and providing her with the ballgown, chariot, and encouragement to attend the prince's ball. However, the fairy godmother is not simply gender-neutral. She remains a distinctly effeminate figure. Therefore, it remains to be seen whether this figure will eventually open up new forms of masculinity, reify existing images of queer femininity, or whether this diversity is simply a short-lived deviation from the existing trope.

Family policy is an area where policy transfer has garnered a lot of attention lately. A growing body of research demonstrates policymakers' interest in and willingness to adopt foreign family policies. However, previous studies have tended to neglect the second mechanism of policy transfer: resistance. This manuscript aims to address this research gap by exploring both the willingness and resistance to policy transfer in Czech and Korean childcare and leave policies.

This study employs a qualitative research design, incorporating structured expert interviews instrumental in in-depth thematic analysis.

The analysis shows that policymakers in both countries demonstrated interest and willingness to transfer family policies, albeit employing different strategies and to varying extents. Moreover, the two countries exhibited significant differences in resistance to family policy transfer, with resistance in the Czech Republic being more frequent and effective. Resistance is directed towards both forced and voluntary transfers, although it isn't always against transfers that require a paradigm change. Policy transfer and non-transfer can concurrently be perceived as threats.

The study concludes that integrating both policy transfer and resistance in the analyses helps to shed light on cross-national differences in family policy change and contributes to a more nuanced portrayal of the world of policy transfer in this policy field.

Fertility aspirations shape family planning behavior of a couple. Desire to have certain number of children is linked with various micro- and macro-level factors such as individuals’ characteristics, sociocultural contexts and unconscious personal motivations. Fertility aspirations are an important component of fertility decision-making and a major predictor of childbearing. In India, Uttar Pradesh (UP) is the most populated state with historically high levels of fertility rates as compared to national average. This research is a qualitative exploration of the perspectives and practices of women with respect to their fertility aspirations and family planning behavior in an urban setting. A cross-sectional study was conducted between August 2017 and July 2018 among married women and men of the reproductive age group of 17–49 years using qualitative methods. The study was done in Pakbara, a Census Town (has a minimum population of 5,000) in the district of Moradabad, situated in western UP. It was found that along with personal motivations of having a quality life change in objective circumstances has led to changes in the fertility aspirations of the participants, particularly women. Increasing education, more mobility in public spaces, aspirations for a quality life, exposure to mass media and new job opportunities generate revision of parental aspirations. Couples, particularly from middle and upper-middle classes, limit their family size to attain upward social mobility. Couples from lower economic class have realized that rise of household income has not been commensurate with rise in prices. Thus, restricted childbearing is one way to cope with the situation.

As part of a larger grant-funded project, a professional development (PD) series was conducted within the framework of a school–university partnership to improve teachers’ capacity to meaningfully include fathers and father figures in the school environment, with a particular focus on fathers of children with disabilities. The authors sought to understand the extent to which a school-wide PD framed through the lens of a father of a child with a disability might inform practice with sustainable implementation. Due to the pandemic, the original format of the PD was redesigned for virtual delivery.

A three-phase data collection and analysis approach included a pre-PD survey, a post-PD survey and a one-year follow-up survey. All surveys included both quantitative and qualitative self-report data components.

Results suggest school personnel found the virtual PD valuable, gleaning several useful strategies for reflecting on their own practices, working to improve communication with families of children with disabilities and more meaningfully including fathers and father figures in future school-related activities and programing.

First, the sample size of the present study was small, and participation was variable across PD sessions. In addition, participants self-selected into the series, and therefore, they may be more likely to value father-figure involvement with or without participation in the PD series. The small sample size may minimize the generalizability of these results across other replicable settings and participants. Second, the results of the pre-PD survey could be positively skewed since the university partner’s initial delivery of PD related to this topic began in 2018. In the pre-PD survey, the majority of respondents indicated, as an example, that they believed father involvement was correlated with higher academic achievement. It is not clear if respondents held these beliefs independently at the inception of the partnership or if they perhaps learned of these connections during an earlier PD offered by the authors.

The current study offers a small glimpse into the world of a school–university partnership and its ability to actualize meaningful reflection on family engagement practices. Results also indicate a greater awareness of significant male figures/fathers and their needs. Content delivered during each PD supports capacity building in terms of teachers’ ability to see fathers and father figures as meaningful contributors within the context of the school environment. Participants mentioned that the PD taught them ways to recognize and remediate some of the insidious communication barriers that exist.

Participants stated that they grew in their understanding of intentional connections with significant male figures, noting a concerted effort to ensure communication of information pertaining to school events, conferences and, in some cases, individualized educational programs (IEPs). Staff members also felt as though the pandemic fostered greater connections with fathers who were working at home and who were simultaneously helping their children access online learning platforms. However, it is noteworthy that the latter benefit was likely a positive side effect of mandatory home-based learning as opposed to a direct result of the present study. Socially, the authors all find ourselves embarking on a bit of social uncertainty, where perhaps it is no longer appropriate or significant to mention one's gender. Nonetheless, the research highlights the unique contributions that fathers and father figures can make to children's positive trajectory, and the authors espouse that the current study suggests that virtual PD sessions can help train school personnel to recognize and foster such relationships.

The past few decades have ushered in an awareness of significant male involvement and its importance in the development of young children. Despite this surge of interest, the research on father/significant male involvement in the school context remains limited. Additionally, the implementation of virtual PD and its potential positive impacts remain largely unexplored, especially when the intersection with father engagement practices is considered. As such, the authors espouse that the present study reflects a unique combination of content and pedagogy.

The purpose of this paper is to explore a novel storytelling approach that investigates lived experience at the intersection of motherhood/caregiving and Ph.D. pursuits. The paper contributes to the feminist tradition of writing differently through the process of care that emerges from shared stories.

Using a process called heartful-communal storytelling, the authors evoke personal and embodied stories and transgressive narratives. The authors present a composite process drawing on heartful-autoethnography, dialogic writing and communal storytelling.

The paper makes two key contributions: (1) the paper illustrates a novel feminist process in action and (2) the paper contributes six discrete stories of lived experience at the intersection of parenthood and Ph.D. studies. The paper also contributes to the development of the feminist tradition of writing differently. Three themes emerged through the storytelling experience, and these include (1) creating boundaries and transgressing boundaries, (2) giving and receiving care and (3) neoliberal conformity and resistance. These themes, like the stories, also became entangled.

The paper demonstrates how heartful-communal storytelling can lead to individual and collective meaning making. While the Ph.D. is a solitary path, the authors' heartful-communal storytelling experience teaches that holding it separate from other relationships can impoverish what is learnt and constrain the production of good knowledge; the epistemic properties of care became self-evident.