The findings pertaining to social identity and relationships are presented and discussed under the following three themes: (a) representation; (b) moving from silence into speech and; (c) working across differences. Each of these themes underscores how ethnicity, class and gender and the power, privilege and oppression embedded within these respective subject positions affect the way social relationships were constructed between and among students, staff and board members.

Representation

One of the tenets of participatory practices is that opportunities should be created for students to represent their issues, concerns and needs concerning the operation of the program (Demetrion, 1993; Duff-McCracken & Fretz, 1992; Fingeret & Jurmo; 1989). Throughout the study, two of the Action Read students, Maria and Geoffrey, made it clear to the staff that they were interested in serving on the board. Maria stated that there should be "students on the board... [be]cause the program is based around students like literacy people... the students should have a say on what goes on in the program [and the program] should have [the] insight of the student." The staff was supportive of student representation on the board, and Jody, the coordinator, brought it forward to the board.

Henrietta, the board chair, was vehemently opposed to the idea and several of the board members sided with her. According to Henrietta,

the governing board has to function equitably and you can't accommodate an individual on it. They have to be there as equals in terms of their responsibility for the decisions... having the dedication to really take your one sixth of the responsibility for the decisions made for the organization.'

The board consisted of white, middle-class educated individuals.