The teachers

A t the A ca d e m y (se e figure 5 ), I in terview ed the H eadteacher, three m a les and three fem a le co llea g u es as w e ll as a sc h o o l governor, form er youth w orker and resident o f Burnside, fem a le. A t P rioryfields (se e figure 6), I in terview ed a D ep u ty H eadteacher, three m a les and three fem a le co llea g u e s and a recently retired teacher w h o had b een em p lo y ed at the sc h o o l sin ce its very early b eg in n in g s, m ale.

Figure 5: The Academy teacher sample

N a m e S ta tu s a n d b a c k g r o u n d in fo r m a tio n

M iss Butcher M o d em fo reign lan g ua g es teacher, age range 2 0 -2 5 , in seco n d year o f teach ing , found the sc h o o l very ch a llen g in g , m o v ed to another sch o o l after I left.

Mr. Crawford H ead o f scie n c e, a ge range 4 0 -4 5 , divorced, then remarried, unhappy w ith the m a nag em ent o f the sch o o l.

M rs. G olding S ch o o l governor, ag e range 5 5 -6 0 , resident o f B urnside, m a ny years exp erience as a y ou th w orker in B urnside and other lo ca l districts, had recen tly ga ined an O pen U n iv ersity deg ree.

Mr. G room H ead o f E n glish , a g e range 5 0 -5 5 , form er resident o f Burnside, lo n g -serv in g sta ff m em ber, m arried to the scie n c e laboratory tech nician w h o w a s French, resigned w h en M rs.

A nderson b ecam e headteacher.

Mr. L o m ax M athem atics teacher, a ge range 4 0 -4 5 , retrained as a

m athem atics teacher h av ing lo st h is jo b as a m iner in the pit clo su res, liv ed in a co u n cil h o u se in a nearby form er m in in g tow n.

Mr. O ldm an H eadteacher, age range 4 5 -5 0 , O xford U n iv ersity graduate, left the sc h o o l during the course o f this research to b ec o m e a m anager for the lo ca l edu ca tion action zo ne.

M rs. Thatcher D ep u ty pastoral head, p h y sica l education / d an ce teacher, a g e range 3 0 -3 5 , m arried w ith no children

Mr. U n w in N e w ly qualified teacher o f d esig n tec h n o lo g y , a g e range 2 5 - 3 0 , form er architect, frequent a b sen ces due to “stress”, resigned shortly after I left the sch o ol.

Figure 6: The Prioryfields teacher sample

N a m e S ta tu s a n d b a c k g r o u n d in fo r m a tio n

M rs. A shw o rth S cie n c e teacher a ge range 2 0 -2 5 , in her se co n d year o f

teach ing , described h e r se lf as m id d le cla ss w ith w orking cla ss v a lu es, b eca m e pregnant during the cou rse o f this research and later left the sch o ol.

Mr. C arlisle N e w ly q ualified teacher o f p h ysica l edu ca tion , m athem atics, a ge range 2 0 -2 5 , found the sch o o l ch a llen g in g , planned to m o v e o n after a fe w years.

Mr. H ay H ead o f E n glish , a g e range 5 0 -5 5 , n e w ly appointed, h a vin g w orked as a head o f E n g lish in an inner city sc h o o l and suffered a n ervous breakdow n, sa w a P rio ryfield s as h is

‘sa lv a tio n ’.

Mr. O verend D eputy headteacher, a ge range 5 0 -5 5 , lo n g -se rv in g m em b er o f staff, taught b io lo g y , liv ed o n the Leespark estate, resigned after I le ft the scho ol.

M rs. R o se M o d em fo reign la ng u ag es teacher, a g e range 4 0 -4 5 , in her third year o f tea ch ing, h a vin g b een an educa tio na l sa les representative, critical o f senio r m anagem ent.

Mr. Scarsdale H ead o f m athem atics, a ge range 5 0 -5 5 , form er com puter program m er b efore entering teach ing in 1 9 7 4 , fou nd the sch o o l to be the m o st ch a llen gin g h e had w ork ed in and h e had ‘v ery poor jo b sa tisfactio n’.

M rs. T h o m e Pastoral head, fo o d te ch n o lo g y teacher, a g e range 3 5 -4 0 , liv e d in the lo ca l area, her husband taught at the adjacent secon da ry sch o o l, critical o f senio r m an ag em ent’s la ck o f support for her pastoral role.

Mr. V idal R ecen tly retired bursar and m athem atics teacher, form er pastoral head, a ge range 6 5 -7 0 , v ery lo n g -se rv in g m em b er o f staff, w orked at Prio ryfields w h e n it w a s a gram m ar sch o o l, liv ed lo cally.

(Other p eo p le referred to in this research w h o w ere n o t part o f the sa m p les are to b e found in the A pp en dix.)

4 .1 .4 .3 C o n d u c tin g th e in te rv ie w s

T h e in te rv ie w s w e re in fo rm e d b y th e re s u lts o f th e q u e s tio n n a ire s ; th e y a llo w e d m e to go d e e p e r in to th e m o tiv a tio n s o f th e re s p o n d e n ts a s w e ll a s lo o k fo r m e a n in g f u l p a tte rn s . T h e in te rv ie w q u e s tio n s w e re o rg a n is e d u n d e r g e n e r a l h e a d in g s ; w h ils t so m e q u e s tio n s a llo w e d s im p ly fo r th e tr a n s f e r o f in fo rm a tio n , o th e r s f a c ilita te d e x p lo r a tio n in d e ta il o f e x p e rie n c e s , a c tio n s, p e rc e p tio n s a n d m e a n in g s a s e v a lu a te d b y th e re s e a r c h p a r tic ip a n ts th e m s e lv e s . T h is e n a b le d m e to e n g a g e w ith p e rs o n a l n a rra tiv e s , c r itic a l life e v e n ts a n d “tu rn in g p o in ts .”

A s in te rv ie w in g is a p a r tic u la rly p e r s o n a lis e d e x e rc is e it w a s e s s e n tia l to e s ta b lis h s o m e e th ic a l b o u n d a rie s e s p e c ia lly in v ie w o f th e p o w e r im b a la n c e in s o m e re la tio n s h ip s , f o r in sta n c e , b e tw e e n th e s tu d e n ts a n d m y s e lf a s th e ir te a c h e r a s w e ll as b e tw e e n m y s e lf a n d th e H e a d te a c h e r a t th e A c a d e m y . I re q u e s te d th e c o n s e n t o f th e in te rv ie w e e s , s ta te d th e ir r ig h t to w ith d ra w a t a n y tim e a n d a s s u re d th e m o f th e ir a n o n y m ity . W h ils t I g a v e n o in d ic a tio n o f m y w o rk in g c la s s b a c k g ro u n d , n o d is c lo s u re o f m y a u to b io g ra p h ic a l d e ta ils o r m y in te re s t in s o c ia l c la s s c u ltu re to th e in te rv ie w e e s , in o rd e r to r e d u c e in e q u a lity in th e p o w e r r e la tio n s h ip , d e m o c ra tis e th e in te rv ie w p r o c e s s a n d a v o id e x p lo ita tio n I trie d to lo c a te m y s e lf in b o th th e r e s e a rc h iss u e a n d th e p a r tic ip a n ts ’

“w o r ld ” , I a im e d f o r re c ip ro c ity .

W ith o u t th e “ s a fe ” d is ta n c e o f a o n e -w a y m irr o r o r th e d e ta c h e d m a n ip u la to r o f v a ria b le s , as a n in te rv ie w e r o n e is fo rc e d to c o n fro n t o n e ’s o w n p a r tic ip a tio n w ith in th e r e s e a rc h (B a n is te r e t al, 1994, p a g e 5 1).

In a tte m p tin g to m a k e v is ib le m y in te rv ie w e e s ’ e x p e rie n c e s I w a s c o n s ta n tly r e m in d e d o f m y a c c o u n ta b ility to th e m .

A s re s e a rc h e rs w e m u s t n o t u n d e re s tim a te o u r a b ility to d is r u p t p e o p le ’s liv e s , a lb e it w ith th e ir p e rm is s io n , a n d to b e c le a r to w h o m w e c o n s id e r o u r s e lv e s a c c o u n ta b le (ib id , 1994, p a g e 157).

I lis te n e d a tte n tiv e ly , p ro b e d a little w h e n n e c e s s a r y a n d tr ie d to m a in ta in a n e u tr a l re fle x iv ity .

4 .1 .5 A n a ly s in g th e fin d in g s

T h e ite ra tiv e p r o c e s s o f lis te n in g a n d re -lis te n in g to a ll th e in te rv ie w s a s w e ll a s r e ­ re a d in g th e ir tra n s c rip ts , d ia ry /f ie ld n o te s a n d o th e r d o c u m e n ta tio n s u c h a s m in u te s fro m m e e tin g s w a s o n g o in g o v e r th e p e r io d I w o r k e d a t th e A c a d e m y (1 9 9 5 -1 9 9 9 ) a s w e ll a s d u rin g m y s ta y a t P rio ry fie ld s (2 0 0 0 -2 0 0 2 ). S c h ra tz a n d W a lk e r ( 1 9 9 5 ) d e s c rib e

‘r e a d in g to w r ite ’ a s a p ro c e s s o f ‘fin d in g th e s o n g lin e s ’ (ib id , p a g e 9 1 ); th is w a s th e p ro c e s s w h ic h I u n d e r to o k in o rd e r to m o v e m y re s e a r c h s tu d y fro m lis te n in g to , w ritin g d o w n a n d r e a d in g tra n s c rip ts to a n a ly s e s . It w a s o n e o f th in k in g /re a d in g th ro u g h th e tra n s c rip ts fo r th e ‘s o n g lin e s ’ o r k e y th e m e s .

E a c h in te rv ie w le f t its o w n u n iq u e im p rin t u p o n m e ; th e v o ic e s w e r e c o m p e llin g a n d irre p re ss ib le . L is te n in g to th e in te rv ie w s, tra n s c rib in g th e m , re -lis te n in g to th e v o ic e s o f th e in te rv ie w e e s a n d re -re a d in g th e tra n s c r ip ts o v e r a p e rio d o f y e a rs m e a n t th a t th e in te rv ie w v o ic e s w e re a lw a y s n e a r th e s u rfa c e a n d rip e fo r in s ta n t re -p la y w h e n e v e r m y m in d w a s d ra w n in w a rd s to th e m . T h e in te rv ie w v o ic e s b e c a m e a s it w e re m y a lte r e g o ; th e y w e re m y f a ith fu l c o m p a n io n s , tra v e llin g w ith m e b u t n e v e r m o v in g , a t w o r k a n d a t le isu re . T h e y h a d b e c o m e e m b e d d e d in m y c o n s c io u s n e s s ; th e y w e r e in te g ra l to m y p e rs o n a l n a r ra tiv e .

W h e n I w a s w o rk in g a t th e A c a d e m y I f o u n d th a t c e rta in in c id e n c e s s u c h a s a n in fo rm a l c o m m e n t fro m a s tu d e n t o r a c o lle a g u e m a d e a n in s ta n t c o n n e c tio n to th e in te rv ie w v o ic e s . I m a d e a n o te in m y p la n n e r. A t h o m e I w ro te a b o u t “ n a g g in g ” id e a s in m y d ia ry . A t P rio ry fie ld s I d is c o v e re d th a t I w a s m a k in g c o m p a r is o n s a n d c o n n e c tio n s b e tw e e n th e v o ic e s (in te rv ie w a n d in fo rm a l) th e re a n d th o s e o f th e A c a d e m y . I n te rw o v e n w ith th o s e c o n v e rs a tio n s w ith m y “ f a ith fu l c o m p a n io n s ” w e r e id e a s th a t I h a d g le a n e d fro m m y r e a d in g s o f r e le v a n t lite ra tu re a s w e ll a s in s ta n c e s fro m th e e v e ry d a y : a lin e fro m a n o v e l I w a s re a d in g , a s n ip p e t o f c o n v e r s a tio n , c o m m e n ts h e a rd o n th e ra d io . I m a d e n o te s o f th e s e in s ta n c e s in m y d ia r y . W h e r e w a s I

“ tra v e llin g ” w ith th o s e id e a s ? H o w to m a k e se n se o f th e m a ll? I b e c a m e m o re a n d m o re s u b m e rg e d in th e tra n s c rip ts ; q u o tin g fro m th e m b e c a m e “ s e c o n d n a tu r e ” to m e . B y th e e n d o f m y s ta y a t P rio ry fie ld s th e ‘s o n g lin e s ’ b e g a n to ta k e th e s h a p e o f a

“ c o m p o s itio n ” a n d I fe lt c o n fid e n t th a t th e a n a ly s e s w h ic h h a d b e e n la te n t in m y p s y c h e , in m y w a k in g a n d a n n o y in g ly in m y s le e p in g h o u rs s o m e tim e s , w e r e r e a d y to ta k e e m b ry o n ic fo rm in fo u r “ m in d m a p s ” .

T h e fo u r “ m in d m a p s ” w e r e a r e d u c tio n o f a s h e e r v o lu m e o f d a ta in to th e m o s t v is ib le th e m e s , th e y w e re : tim e , sp a c e , id e n tity , p o w e r/p e o p le (se e A p p e n d ix ). I s c ru tin iz e d th e

“ m in d m a p s ” f o r c ritic a l is s u e s w h ic h h a d e m e r g e d , p a r tic u la rly fro m th e s tu d e n ts ’ p e rs p e c tiv e s . T h o s e iss u e s I d e fin e d a s s o m e c r u c ia l life o rd e rin g p r in c ip le s in th e liv e s o f a ll th e re s e a r c h p a rtic ip a n ts ; th e y w e re : tim e a n d sp a c e . W h e n I f u rth e r s c ru tin iz e d th e tw o “ m in d m a p s ” o f th o s e tw o p rin c ip le s it b e c a m e c le a r th a t s e n se o f s e lf /id e n tity in fo rm e d b y c la s s c u ltu re p e rm e a te d b o th . T h e th e m a tic h e a d in g s (tim e a n d s p a c e ) w h ic h e m e rg e d th e re fo re a tte m p t to d o ju s tic e b o th to th e c e n tra l e le m e n ts o f th e k e y r e s e a rc h q u e s tio n (s ) a n d to th e p re -o c c u p a tio n s o f th e in te rv ie w e e s . R ig o r o u s a n a ly s is o f th e d a ta th u s o c c u rre d p r io r to th e e m e rg e n c e o f k e y th e m e s.

K e e p in g in m in d m y c o n c e p tu a l fra m e w o r k as w e ll a s m e th o d o lo g ic a l c o n s id e ra tio n s I b e g a n a d e ta ile d a n a ly s is o f d a ta re la tin g to tim e , s in c e th is fo rm e d a la rg e p r o p o r tio n o f m y fin d in g s ; it w a s a c e n tra l fa c to r in d is c lo s in g c la s s d iffe re n c e s in m a k in g s e n s e o f se lf/id e n tity . E in s te in ’s th e o r y o f re la tiv ity a n d th e p rin c ip le s o f q u a n tu m p h y s ic s a c te d as m e ta p h o rs fo r m y c o n te n tio n th a t tim e is re la tiv e to th e o b s e rv e r;

s c h o o lin g /e d u c a tio n tim e c a n b e v ie w e d e ith e r lin e a rly o r e p is o d ic a lly . T h is in fo r m e d th e a n a ly s is o f a ll m y d a ta re la tin g to tim e , w h ic h is s u b -d iv id e d in to th re e a r e a s: tim e re la te d to s c h o o l, n o n -s c h o o l tim e a n d p e rs o n a l n a rra tiv e s .

A ls o m e ta p h o ric a lly , u s in g E in s te in ’s th e o rie s o f tim e /s p a c e a s a c o n tin u u m , I th e n b e g a n m y a n a ly s is o f sp a c e b y d ra w in g a g a in o n th e n o tio n o f re la tiv ity a n d e s ta b lis h e d th e g e n e r a l p rin c ip le o f sp a c e v ie w e d a s a r e la tio n s h ip o f e ith e r tr a n s f e r e n c e o r te rrito ria lity . F u rth e r, sin c e th e c o n c e p t o f “ s p a c e ” c a rrie s d iffe re n t m e a n in g s it w a s n e c e s s a ry to e x p lo re b o th m a te ria l a n d im m a te ria l sp a c e s in th e liv e s o f th e r e s e a r c h p a rtic ip a n ts .

C ru c ia l to m y a n a ly s is o f tim e a n d s p a c e is th e c e n tr a lity o f lo c a lly p r o d u c e d d is c o u r s e s (a n d n a tio n a l d is c o u rs e s s u c h a s th o s e im p a c tin g u p o n th e N a tio n a l C u r r ic u lu m ) , lo c a l la n g u a g e s a n d lo c a l p ra c tic e s , w h ic h in fu s e d th e liv e s o f th e r e s e a r c h p a r tic ip a n ts a n d f a c ilita te d m y m a k in g s e n se o f th e fin d in g s to re v e a l m y “ ta k e ” o n th e ir r e a lity . I w ill c o n te n d th e re fo re th a t b o th m a le a n d fe m a le w o r k in g c la s s s tu d e n ts w h o c h o o s e to fu rth e r th e ir e d u c a tio n a l c a re e r d e v e lo p a d iff e r e n t se n se o f s e lf /id e n tity a s w e ll a s a

d iffe re n t r e la tio n s h ip to s c h o o lin g /e d u c a tio n tim e a n d s p a c e th a t is m o re c o n s is te n t w ith th a t e m p lo y e d b y th e m id d le c la s se s .

4 .1 .6 W r itin g u p th e fin d in g s

T h e w rite u p o f th e fin d in g s is in te n d e d to re v e a l n e w v a n ta g e p o in ts fro m w h ic h to r e fle c t u p o n th e a n a ly s is a s w e ll a s a c k n o w le d g e th e in e v ita b le b u t n e c e s s a r ily a r b itr a r y lim its im p o s e d b y w ritin g u p. T h e k e y re s e a r c h q u e s tio n (s ) d riv in g th e a n a ly s is o ffe re d h e re r e c o g n is e th e s e le c tio n o f m y in te rp re ta tio n s a n d th e p o s s ib ility o f m u ltip le in te rp re ta tio n s ; th e w r itte n fin d in g s d o n o t re p o rt a b s o lu te tru th .

M y p r io r re la tio n s h ip s w ith s o m e o f th e r e s e a rc h p a r tic ip a n ts (fo r e x a m p le , c e rta in s tu d e n ts a n d s ta ff) fa c ilita te d g re a te r d is c lo s u re a n d r e fle x iv e c o m m e n ta ry a s w e ll a s c o n s titu tin g th e p re -c o n d itio n s fo r id e n tif y in g th e tw o k e y th e m e s id e n tifie d in th e a n a ly sis . T h e in c lu s io n o f q u o ta tio n s fro m th e in te rv ie w e e s a llo w s th e m to n a r ra te th e ir o w n s to rie s, th e ir e x p e rie n c e s a n d “ e v id e n c e ” a lo n g s id e m y in te rp re ta tio n s . T h e w r itin g is th e m a tic ; it re fle c ts m y s tru g g le s to d e m o c ra tis e th e r e s e a rc h p r o c e s s a n d m a k e s e n se o f th e fin d in g s .

4 .1 .7 E th ic s

E th ic s is a b o u t w h a t o u g h t to b e d o n e ; it is th e a p p lic a tio n o f g e n e ra l c o n s id e ra tio n s to m o re s p e c ific s itu a tio n s (G a u s, 2 0 0 5 , p a g e 6 3).

R e fle c tio n s u p o n m y c h o s e n r e s e a rc h m e th o d o lo g y s e rv e d a s r e m in d e rs a s to ‘w h a t o u g h t to b e d o n e ’ (se e q u o te a b o v e ) c o n c e rn in g e th ic a l iss u e s in th e r e s e a r c h p ra c tic e . Q u a lita tiv e re se a rc h e rs , m o re so th a n q u a n tita tiv e r e s e a rc h e rs , a r e a w a r e o f th e n e e d to tre a t th e ir re s e a r c h s u b je c ts a s p e o p le ra th e r th a n o b je c ts o f re s e a r c h ; it is e s p e c ia lly im p o rta n t to p ro te c t th e r e s e a rc h p a rtic ip a n ts in te re s ts w h e n th e y a re m e m b e r s o f v u ln e ra b le g ro u p s, s u c h a s y o u n g p e o p le , w ith o u t c ro s s in g th e b o u n d a r y b e tw e e n w h a t is e th ic a lly a n d u n e th ic a lly a c c e p ta b le . T h e r e fle x iv e q u a lity o f r e s e a r c h m e a n s it m u s t e x p re s s a m o ra l/p o litic a l s ta n c e ; d iffic u ltie s e n s u e w h e n s triv in g to m a in ta in e th ic a l b o u n d a rie s w h e n p e rs o n a lly in v o lv e d w ith o u t a t th e s a m e tim e c a u s in g d e p e rs o n a lis a tio n o r d e c e p tio n .

T h e a d o p tio n o f a n u m b e r o f s e n s itis in g d e v ic e s k e p t m e a le rt to e th ic a l is s u e s . H o n e s t in te ra c tio n b e tw e e n th e re s e a r c h p a r tic ip a n ts a n d m y s e lf h e lp e d to m a in ta in m u tu a l re s p e c t a n d c o n fid e n c e . A ll th e p a r tic ip a n ts w e r e b rie fe d b e fo re th e q u e s tio n n a ir e s w e re is s u e d a n d th e in te rv ie w s c o n d u c te d r e g a rd in g a im s, c o n s e n t, c o n f id e n tia lity a n d a n o n y m ity (th e u s e o f p s e u d o n y m s fo r e x a m p le ). T h e o p e n - e n d e d n a tu re o f th e in te rv ie w s e n a b le d th e p a rtic ip a n ts to h a v e p a rtia lly s h a re d o w n e rs h ip o f th e in te rv ie w s.

A c k n o w le d g in g s h a re d o w n e rs h ip o f th e p a r tic ip a n ts ’ m a te ria l p r e p a r e d m e f o r d is c lo s u re a n d d is ru p tio n . M y d ia ry n o te s s e rv e d a s a re fle c tiv e a n d r e f le x iv e lo g f o r p o te n tia l c o n flic ts o f in te re st.

B y lo c a tin g m y s e lf w ith in th e re s e a r c h iss u e a n d th e p a r tic ip a n ts ’ w o r ld I s o u g h t to a v o id e x p lo ita tio n a n d p a tro n is a tio n . U ltim a te ly b y m a k in g th e p a r tic ip a n ts ’ e x p e rie n c e s v is ib le I a m fu lly a c c o u n ta b le to th e m .

4 .1 .8 C o n c lu sio n

I h a v e d is c u s s e d th e k e y e le m e n ts o f m y re s e a r c h p ra c tic e , c o n s id e rin g c ritic a l is s u e s in r e la tio n to th e e p is te m o lo g y , m e th o d o lo g y a n d m e th o d s I a d o p te d . O n a n e p is te m o lo g ic a l le v e l, a p a ra d ig m o f c u ltu ra l stu d ie s is u s e d to e m p h a s is e c r e a tiv e a n d h is to ric a l a g e n c y , a c c o rd in g e x p e rie n c e a n a u th e n tic a tin g p o s itio n in a n a ly s is . F o u c a u lt’s e m p h a s is o n c o n c re te a n a ly s is le n d s s u p p o rt to c u ltu ra l s tu d ie s se n s e o f c o n c re te h is to ric a l c o n d itio n s a n d re la tio n s h ip s as th e liv e d tr a d itio n s a n d p r a c tic e s th ro u g h w h ic h “ u n d e r s ta n d in g s ” a re e x p re s s e d a n d in w h ic h th e y a r e e m b o d ie d . F e m in is t in flu e n c e h a s ra is e d a w a re n e s s o f c o n s c io u s n e s s , s u b je c tiv ity , p o litic a l c o m m itm e n t a n d p o w e r re la tio n s . F o llo w in g a F o u c a u ld ia n p e r s p e c tiv e , p o w e r is n o t c o n c e iv e d o f a s a u n id im e n s io n a l q u a lity th a t is la c k e d o r p o s s e s s e d ; th e r e s e a r c h p a rtic ip a n ts h a v in g g iv e n th e ir c o n s e n t w e re n o t p a s s iv e p a r tic ip a n ts b u t c o m m e n ta to r s a n d in te rv e n e rs in th e re s e a rc h p r o c e s s .

R e fle x iv e a n a ly s is r e a lis e s th e re la tiv e n a tu re o f so c ia l r e a lity a s w e ll a s m u ltip le r e a litie s ; it id e n tifie s th e s tre n g th s a n d lim ita tio n s o f th e fin d in g s . It in v o lv e s th in k in g a b o u t th e r e s e a rc h a s w e ll a s a b o u t m y se lf; a b o u t th e m a n y “ Is ” in th e re s e a r c h , a ll o f w h o m a re n o t w ith o u t th e ir v a lu e s ; a b o u t a ll p a rtic ip a n ts in o u r s h a re d s o c ia lly c o n s tr u c te d w o rld . T h e d is c u s s io n a n d a n a ly s is o f th e fin d in g s in th e c h a p te r s f o llo w in g is th e re fo re in te n d e d to o ffe r so m e illu m in a tio n in to th a t w o rld .

C H A P T E R 5: