This thesis examines three main aspects of the merchant class of York, Beverley, and Hull: their economic activities, political dominance and social and religious concerns. It argues that in each town, merchants played a significant role, and as their commercial fortunes were affected by endogenous factors, so was their position within each town. Chapter 1 gives a brief historical outline of each town's development, up to and including the period under study. Chapter 2 offers an overview of the fluctuating patterns of international trade, and of the changing fortunes of each town's investment in overseas trade. Within that context, chapter 4 focuses on individual merchant's business 'biographies', using them as a basis for a general discussion of the range and quality of the involvement of each town's merchant class in overseas trade. The second part of the chapter explores the evidence of capital accumulation by individuals, assessing the role of real estate, cash and credit in their enterprises. This analysis reveals the wide range in levels of commercial success to be found within the merchant class. Chapter 5 looks at the degree to which merchants dominated the government of each town, highlighting the notable differences between them. It concludes that the merchant oligarchs of each were tenacious in defending their position, until their commercial failure inexorably lead to their political demise. Chapter 6 offers insights into the ways in which merchants underpinned their commercial and political association through social networks. Inter-marriage, the poor survival rate of male heirs, household structure and family provision, all reflect a high degree of interdependence. The second section of the chapter concentrates on merchant benevolence and piety, concluding that their priorities were similar to those of other townsfolk and their religious beliefs as conservative.

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This thesis discusses the effects of racialising/sexualising discourses on the sociospatial organisation of school. It is based on an investigation of the views and experiences of Asian girls in one Australian high school and generated data from observations, interviews and conversations with thirty-five Asian girls.

This study involves an exploration of the perceptions of four overseas Kenyan students about their educational experiences at La Trobe University. A related aim of this research is to find out how these four students� previous learning in Kenya affects their learning and living experiences in Australia, for instance, in terms of demands associated with differences in learning and teaching styles, cultural expectations and proficiencies in English. A non-positivist, qualitative methodology is adopted for this research which employs an interview-based case study approach. Qualitative research demands that the world be approached with the assumption that nothing is trivial and that everything has the potential of being a clue which might unlock more comprehensive understanding of what is being researched. While the findings of this study confirm current understandings of the issues that international students commonly face, they also provide a more complex and individualized picture of the needs and aspirations of overseas Kenyan students. As the case studies demonstrate, the academic and related challenges four Kenyan students have encountered at La Trobe University are best understood in relation to several contexts. The difficulties these international students have experienced in the context of transition or border crossing � between two countries, cultures and educational systems � were exacerbated by inadequate pre-departure preparation and orientation on arrival. Incongruities between two educational systems � in particular between their prior teacher-centred schooling in Kenya and the unfamiliar student-centred university education in Australia � colour the academic and related challenges such students struggle to address, at least in their initial year at University. The broader, global context of the commodification and marketization of higher education � along with increasing strains of an under-resourced university sector in Australia � also impinge upon the lives of these four La Trobe students, in a variety of ways.

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This thesis contributes to new understandings of the contemporary relationship between Britain and the fourteen remaining United Kingdom Overseas Territories. By examining the discourse of social and political elites in Britain and in several Overseas Territories it identifies the significance of the role of identity in shaping perceptions and relations between these international actors. The thesis explores how understandings of the Overseas Territories as either part of, external to, or occupying an intermediate position with regard to the British state, shapes power relations and ethical considerations in the relationship between Britain and the territories. The importance of identity in this analysis contributes empirically and theoretically to a constructivist research agenda in which inter-subjective meaning attributed to international actors holds equal weight to power and material factors.