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This paper reflects upon our experience gained from engagement in a meta-ethnography of two studies on interactions between teachers and students in schools situated in England and Germany. Starting with a short overview of Noblit and Hare's (1998) conceptualisation of the method, the paper outlines the meta-ethnography we undertook especially focussing on the process of translation. We present the findings of our study which show teachers' understanding of the pastoral aspect of their role as incompatible with demands related to their performance and to those associated with their institutional responsibilities. We show

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