ABSTRACT
In the final chapter of the book, I have drawn the main conclusions from the findings of the research, which was driven by the strong relationship between the learners and me and the impact of this in the personal and public domains of our lives. This study adds to the debate on the impact of violence and trauma on learning and its link to class, gender and basic skills. It explored the ways in which symbolic and physical expressions of violence are used to reinforce the dominant class and gender norms against which participants struggle, across the ‘fields’ in their lives. In doing so it offers a qualitative, longitudinal, feminist, ethnographic and PAR approach, applying Bourdieu's theoretical framework and concepts to expose and explore the structural determinants such as class and gender on the constraints and choices available to the learners on their trajectories. Bourdieu's concepts of habitus, field and symbolic domination have helped me to better understand how mechanisms of power that enable inequalities are embodied in places, people, historical and social existences, and as such are difficult to remove.
