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this as liberation technology (Law, 2001 p.160ff). This is an important insight for the nextsection of the study but before moving to a discussion of what is meant by technology withinthis thesis, it is important to complete this analysis of the self by exploring insights from withinphenomenology, the starting point for the section. To do so requires also the analysis of the selfin ‘mundanity’.2.2.6 ‘Mundane’ approaches to the ‘Self’At this point it is worth pausing to reflect on how the concept of the self is used in ‘mundanity’.Space determines that remarks are confined to the context of education, which is the dominantarena for this study. It is reasonable to state that there has been considerable effort recently toanalyse teachers’ selves as a thought experiment among educationists (Beijaard et.al., 2000;Roberts, 2000; Day et al., 2006).None of this work constitutes, however, work in the‘philosophical attitude’ as proposed by phenomenologists (Natanson, 1970; Sokolowski, 2000);rather it arises from qualitative research projects more likely to rehearse the outcomes ofemotional, rather than cognitive processes (MacLure, 1993; Boyatzis, 2001; Day et al., 2006;Day et al., 2007). What emerges in the outputs of these research enquiries are statements whichillustrate forces that impact on teachers’ selves and their professional identities:“Because of their emotional investments, teachers inevitably experience a range ofnegative emotions when control of long-held principles and practices is challenged, orwhen trust and respect from parents and their students is eroded.” (Day et.al. 2006 p.612)What appears to be absent from these enquiries is the teachers’ own analysis of her/his own self.Where a teachers’ perception of her/his own self is reported, it is usually confined to adescription of the situated reality, a narrative or a biography and how these relate to her/his ownsense of identity (MacLure, 1999; Roberts, 2000). Inevitably, a deficit model emerges,“..teachers’ lives become a topic of concern for what they are not; where identity is alwaysincomplete, alienated or inaccessible; and where the aim is to remedy these shortcomings62Simon Hughes Ph.D. Thesis (October 2012)