ABSTRACT
It is an unfortunate artifact of the inquiry’s structure that the selected participant’s work has not been reported. Consequently, there is an element of trust that the choice was particularly suitable. However, as trust alone is an unwarranted imposition which threatens the rigour of this inquiry, it is necessary to provide evidence that the three cultural themes were prominent features also of the teaching constructions of the sixth participant (in phase two). In the interest of economy, however, fieldnote extracts from the participant’s practice are combined with comments on the metamorphosis of these cultural themes which also reflect the intrinsic merits of a case study, the idiosyncrasy of practice, as well as indicating the substantive orientation of the major case. The related issues of the participant’s biography, the context of her teaching and the substantive focus of the inquiry are combined to situate and contextualize the major case study’s substantive themes which are documented in detail in the three subsequent chapters.
