The following little gems were not spewed out by The Postmodernism Generator, nor are they part of an Alan Sokal hoax. They are a representative selection from Jason Arday’s thesis, which earned him a PhD from Liverpool John Moores University. The University of Cambridge was mightily impressed, and they elected him to a professorship at the young age of 37. His thesis is now under suspicion of plagiarism, but plagiarism, if proved, would seem to be among that document’s lesser problems. “Throughout the process, at critical junctures the researcher was conscious that with regards to providing knowledge to the participants regarding reflection and mentoring, a contradictory position was being adopted, with regards to eliminating anything that may resemble a hierarchical structure.” “As the researcher, there was an awareness that the legitimacy of such suggestions regarding reliability are open to critique, however, this research study adopted these principles in attempting to maintain reliability through a qualitative research design.” “As the researcher, textual units concerning the narratives and biographies were identified based on the criteria that the identified themes were fit for purpose in supporting the themes associated with the study.” “As with other forms of discourse inquiry, narrative inquiry is underpinned by a social constructivist paradigm, in which behaviours and their meanings are socially situated and socially interpreted.” “This process allowed the researcher to immerse themself in the data collated.” “References were made with regards to the benefits that were gained from the peer-mentoring experience, with regards to developing pedagogically and working as part of a collegial environment to support each other during teacher training.” “An important consideration which also formed part of the theoretical paradigm for the research recognised that the mentoring process is socially constructed, and therefore the relationship between the participants and the researcher needed to be tailored towards supporting the professional development of the student teachers, and making them autonomous social actors in this process, hence the researcher adopting the secondary position of facilitator within the research.”