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Objectives In order to improve maternal and neonatal outcomes, it is important to understand how to maximise the utilisation of MNCH services. The supply side (service-driven) factors affecting access to MNCH services are more commonly studied and are better understood than the demand side (community led) factors. The aim of this study was to identify demand and supply determinants of access to MNCH services in Malawi. Methods Research was conducted in two districts of the Central Region of Malawi (Nkhotakota & Mchinji). Qualitative interviews (n = 85) and focus group discussions (n = 20) were conducted with a range of community members, leaders and health workers. Data were managed in NVivo (v10) and analysed using framework analysis, using Levesque et al. (2013 (See CR14)) access framework. Results Community members clearly recognise their need for and seek out MNCH care from the formal health system. Women experience difficulties reaching health services and when reached find them limited, characterised by many indirect costs. There are many technical and interpersonal deficits, which results in poor satisfaction and reportedly poor outcomes for women. Conclusions for practice Women are seeking and utilising MNCH services which they find under-resourced and unwelcoming. Utilising the Levesque et al. (2013 (See CR14)) framework, a granular analysis of demand and supply factors has identified the many challenges that remain to achieving equitable access to MNCH services in Malawi. Community members experience lack of availability, acceptability and appropriateness of these essential services., Author(s): Anne Matthews [sup.1] , Aisling Walsh [sup.2] , Ruairi Brugha [sup.2] , Lucinda Manda-Taylor [sup.3] , Daniel Mwale [sup.3] , Tamara Phiri [sup.4] , Victor Mwapasa [sup.3] , Elaine [...]

In the spring of 2007, more than 40 years after the advances made by the civil rights movement, and more than 50 years after the U.S. Supreme Court "Brown vs. Topeka Board of Education" decision, white radio talk-show host Don Imus taught us a lesson about racism--but it was not the lesson he thought he was teaching. His "lesson"--that black women better mind their place--backfired. While most of white students would argue passionately that racism is a thing of the past, that it's time to move on, Imus was a reminder that just the opposite is true. As a white teacher invested in African American students' academic success, the author works toward racial justice in his first-year writing classes by assigning an autoethnography, which invites students to position themselves as subjects rather than as objects. In this article, the author Autoethnographies and Ethics related to his classroom teaching.