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This paper reviews and explains the perceptions of a specific group of teachers in South Africa-white English-speaking teachers. The analysis, based on research conducted during 1986-4987, investigates the context in which these teachers perceive their subordination and articulate their interests The discursive approach which is used here poses the notion of white English-speaking teacher as a construction of social identity winch is contingent in the historical sense and is a product of discursive articulata. The article analyses the historical and the maternal conditions in which the teachers' work is situated. It explains the nature of the teachers' perceived subordination and social identity. Finally, the paper offers a short note of conclusion about the implication of this analysts for the possibility of a pluralist notion of teachers' unity. [ABSTRACT FROM AUTHOR]