When I was puzzling over how to resolve an issue of reciprocity (how to pay individual students for participation), I reflected upon what I knew about the values and philosophy of the Centre. Two posters hang on the wall at the Centre, outlining their goals and their values. I used their groundwork as a guide, specifically the knowledge that "students and teachers make things happen" (from their poster) and that decision-making occurs at their weekly Monday meeting. Their list of values acted as a guide, especially the one that states: "we ask for help." So I asked for help with this decision. I approached Kate about my quandary over payment for research participation, and suggested that perhaps this could be a group decision instead of just my decision. Within the week, an email arrived from Kate informing me that the students and teachers at the Centre will be "deciding on a general policy, since often money comes in this way, from people writing or talking about the Centre." They later made a decision, so I followed the new policy and made a donation of $20 for each participant to the Student Program Fund at the Centre.

Roles

My roles at the Centre included observer, interviewer, participant, helper and confidant. I chose not to assume the teacher role. Instead I took on the role of student researcher, learning about the Centre and learning about research. I wanted to be able to freely align myself with students, with teachers, and with newcomers, believing I would not have the fluidity and freedom to do that within a teacher role. I declined the offer to serve as a substitute teacher at the Centre while conducting my fieldwork. This decision was based on consideration of the ethics of presenting myself as a researcher, as a student and then next day in the role of a teacher, For many adult students, having experienced a standard education, the teacher position is associated with power and authority. Possible imbalances and differences already existed - I am white, formally educated, and have access to many material and economic resources. I did not want to contribute to more possible barriers in my relationships with them by assuming a teacher role.

After Christina's death, I did choose to act as substitute teacher during the first week of school in September when the newly-hired teacher could not start until the middle of the month. My fieldwork was completed, thus I was no longer visiting the Centre every week. I saw the work as an opportunity to help out at the Centre during a difficult time. As well, it was 20 personally important for me to connect with students and to attend the Memorial for Christina that was planned at the Centre during that first week.