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Academic work and care work are deeply entangled modes of labor. For parent-academics, these entanglements are particularly knotted during the postpartum period, when care work responsibilities intensify, increasingly under precarious labor conditions. Postpartum care work—whether conducted by oneself or by someone else—both encroaches upon and makes possible academic work, resulting in blurred spatiotemporal divisions between the two. This article draws on autoethnography and participant observation to map out a postpartum geography of care work and academic work in academia. It does so by examining three key sites in/of the university where care work and academic work intersect—bathrooms, campus daycare centers, and the internet—and by considering three kinds of work that happen there—milk-work, childcare work, and connection-work. In these three sites in particular, I argue, the intellectual work and the care work that sustain the university spill over into one another. Furthermore, each of these geographic sites can manifest as sites of care, access, labor, and surveillance, often simultaneously and always depending on the gendered, raced, classed, and dis/abled positionality of those moving in and through them. By advancing an understanding of (postpartum) reproductive rights as workers’ rights, this paper also envisions more intersectional and coalitional feminist labor solidarities across campus.

Twenty‐three per cent of adults in the UK have poor literacy: six per cent can barely read at all

Last year alone, 478 challenges - attempts to remove materials from public libraries, schools and school libraries - were reported to the American Library Association

The fashion for 'apoiogies' is growing. For the offenders they draw a line under the past. But reparations are seldom discussed

Whether a child is with us for long-time care or for a short period only, our success in meeting his needs will stem from the same essentials: a recognition and acceptance, on the part of both parents and agency, of (1) the need for placement, the reasons therefor, and the probable period of care; (2) the continuing meaning and importance of parents to their children and of children to their parents; (3) the problems attendant upon separation for all concerned. We also need to require of ourselves recognition and acceptance of the important role played by the foster parents, of the difficulties inherent therein, and of our obligation to provide the foster parents not only with casework help and support but to keep them currently aware of the developments and changes in agency practice and philosophy as these affect them.