Dual relationship of culture and education

Get Complete Project Material File(s) Now! »

CHAPTER 3 DESIGNING AND CONDUCTING RESEARCH IN THE FIELD

“It should not be the researcher who decides what counts as knowledge, but what the participants view asknowledge, emerging from interactions between the participants and the researcher.’’
(Nieuwenhuis 2007a:56)

Introduction

The literature study in the previous chapter serves to validate the research while it aimed to motivate the decision to work within the theoretical frameworks of Bandura’s (1994) Social Cognitive Theory and the Eight Gateways prescribed by Elbot and Fulton (2008) as theoretical frameworks. Chapter 3 purposefully evaluates the epistemological perspective of interpretivism, the qualitative case study as a design and finally the selected research strategies of the semi-structures individual interviews, the focus-group interviews and the narratives. An explanation of the coding format of the transcribed data follows these discussions after which I explain my approach to the data analysis. In terms of ethical standards, it was important for the purposes of this study within the realm of HIV/Aids not to violate the human rights of any participant. Hence, according to the regulations of the University of Pretoria and ethics in educational research, there had to be strict adherence to the relevant ethical criteria pertaining to HIV/Aids research to protect the rights of the
participants during and after the research. Hence, the following representation depicts the procedures followed during the investigation that culminated in the analysis that appears in Chapter 4:

Research Paradigm: Interpretivism

Cohen, Manion and Morrison (2005:28) define interpretivism as a paradigm that endeavors to “understand and interpret the world in terms of its actors”. The anti-positivist, interpretivist theory places importance upon “concern for the individual” who participates in the research (Cohen, Manion and Morrison (2005:22). Within the context of the interpretivist paradigm the individual forms the nucleus with emphasis being placed upon deliberate actions and interpretation of the world around from the individual perspective. Electing to work from an interpretive perceptive, I realized that my access to reality was via the spoken word of the research participants’ consciousness and connotations that they shared with me from which vital themes become apparent (Nieuwenhuis 2007a:59; 2007c 99; Henning, Van Rensburg & Smit 2004:48). Hence, the actions of the participants provide meanings that are interpreted in terms of the themes of the research.
Thus, on considering the philosophy of Nieuwenhuis (2007a:59-60) and Merriam (1998:3) in respect of the foundation for interpretivism, I conceded that within the parameters of my research:
‘Human life can only be understood from within’:
As a result, the basic representation of interpretivism permitted me to enter the life world of the Muslim adolescent in order to observe the manner in which the world was “constructed” under the influence of the family and school culture within the context of HIV/Aids.
‘Social life is a distinctly human product’:
Hence, the unique situation of the Muslim family and independent Islamic institution afforded me the opportunity to grasp the opinions of the research participants within their distinctive Islamic social context of which they formed an integral part.
‘The human mind is the purposive source or origin of meaning’:
The very nature of interpretivism converges in my comprehension of the Muslim adolescents’ knowledge and attitudes that emanated from an exploration of the depth of the connotations attributed by the adolescents themselves as well as the adult research participants within the realm of HIV/Aids.
‘Human behavior is affected by knowledge of the social world’:
The interpretivist perspective promoted the fact that multiple realities can originate from the school culture and the family culture thus motivating a mutual relationship between what really exists in the social context and the theoretical framework from which I operated to create pertinent associations.
‘The social world does not “exist” independently of human knowledge’:
Researcher’s interpretations are prone to be prejudiced by their personal “intuition, values, beliefs and knowledge” thus influencing their concept of the research situation at hand (Nieuwenhuis 2007a:59-60). As a researcher working under the banner of interpretivism I was compelled to accept that my preconceived ideas and personal comprehension of HIV/Aids might have influenced the route and results of my investigation since it is impossible to have distinct walls between the two.

Qualitative Research Approach

A research begins with assumptions viewed through a theoretical lens or the paradigm to highlight viewpoints that illustrate that the research goal is achieved after a conscientious effort to justify, validate and guide what ethical research is (Creswell 2007:37; Nieuwenhuis 2007a:47; Klos 1995:10; Neuman 1997:61). Accordingly, Nieuwenhuis (2007a:54 ; 2007c: 99) is of the view that the qualitative researcher investigates the manner in which a research participant interacts cognitively within the social environment and in terms of the theme in question, which in this case is HIV/Aids. I therefore investigated the aforesaid ontology within the naturalistic context of the school and home establishing my interpretation upon the meanings the participants’ attributed (Creswell 2007:36; Nieuwenhuis 2007a:47-51).
The choice of a qualitative research paradigm was strategic as the interpretive nature of the methodology allowed for a representation of the responses of Muslim adolescent learners with regard to HIV/Aids within the family and school cultural context (Nieuwenhuis 2007a:47; McMillan and Schumacher 2006:22). This also applied to my appreciation of the views and interpretations assigned by the adult research participants (teachers, parents, learners) in terms of HIV/Aids. Qualitative research sanctioned a more lucid insight into the researched setting and participants’ activities providing the researcher with an opportunity to sensitively gain insight into the multiple realities, experiences and interactions of individuals and groups (Neill 2006:1; Garbers 1996:15; Ericson 1986:125).
The qualitative investigation made it necessary for me to allow the participants to be heard – and not be silenced, disengaged or marginalized in order to facilitate a view of this central phenomenon of HIV/Aids through the eyes of the research participants (McMillan 2008: 49; Creswell 2007:212; Nieuwenhuis 2007a:51).
Denzin and Lincoln (2003:3) outline that qualitative research necessitates the studied use and collection of a variety of empirical materials, including reports of personal experiences and interviews relating customary and challenging times together with implications in individuals’ lives (Cohen et al. 2005:37). My principal task according to a qualitative approach was to acquire a depth of information while I acknowledged patterns, trends and themes in the way in which Muslim learners respond to HIV/Aids structuring personal meanings of their knowledge and attitudes from their encounters with Islamic family and school culture (Nieuwenhuis 2007a:50-51; Parker, Dalrymple and Durben 2000:82; Willig 2001:15). I was able to use semi-structured and focus group interviews (see pp31-33) in my interaction with the participants to identify their frame of reference and unpredicted data (Nieuwenhuis 2007a:55-56). Consequently, the methodology yielded accounts of the adolescent’s knowledge in the form of responses, attitudes, views, feelings, thoughts and actions about HIV/Aids in the context of the family and school culture (Creswell 2007:37; Nieuwenhuis 2007a:47/56).

Case Study Research Design

From the point of view that I have based my investigation upon the interpretivist paradigm, I considered that the most appropriate research approach was the qualitative case study given that it is an empirical inquiry that investigates contemporary phenomenon within a real life context using multiple data collection strategies such as individual semi-structured interviews, focus group interviews and narratives (Cohen et al. 2005:18). Creswell (2007:73) and Nieuwenhuis (2007:75) deem that in a case study a researcher delves into a “bounded system” (that is the case of the independent Islamic institution) through comprehensive data collection involving several resources in the form of observations, interviews, reports, etc. in order to produce a case description and case-based themes.
For the purposes of this study Bromley’s (1990:302) definition will suffice – that is that a case study is a “systematic inquiry into an event or set of related events which aims to describe and explain the phenomenon of interest” (Nieuwenhuis 2007b:75). The qualitative case study approach within my research comprised a single instrumental case study of the independent Islamic institution – divided into a girls’ school and a boys’ school – that facilitated the collection, analysis and elucidation of how the family culture and school culture influence the responses of Muslim adolescent girls and boys towards HIV/Aids (Creswell 2007:249; Bogdan and Taylor 1975). Hence, this single case study is consistent with the aim to explore, describe and explain the experiences of Muslim adolescent learner’s knowledge of and attitudes towards HIV/Aids that were investigated for a defined period of time (Yin, 2003:23; Leedy and Ormrod, 2001; Creswell, 1994; LeCompte and Preissle, 1993; McMillan and Schumacher, 1993). Since I proposed to gain a greater insight into the Muslim adolescent’s response to HIV/Aids as influenced by the Islamic family and school culture, the case study was apt despite the fact that I cannot generalize results (Nieuwenhuis 2007b:76). The qualitative case study permitted me the use of varied sources and strategies in data collection (3.7.) and undoubtedly made allowances for notable collaboration to existing knowledge and practice of education (Nieuwenhuis 2007b:76; Merriam, 1988).

Data Collection Strategies

Data was collected from participants who are male and female learners from two schools that form part of an independent Islamic institution, the two principals, the Life Orientation (herein after referred to as LO) teachers, the school guidance counselor and parents of children from the school. I utilized various sources and tools to collect data in order to ensure the trustworthiness and validity of this research being personally involved in carrying out interviews (Creswell 2007:129). It was also my perception that it was imperative to keep a record of my observations, biases and reflections whilst in the field. It was mandatory to observe ethical steps meticulously throughout the collection of data, administration of the research and even after completion because of the sensitive nature of the HIV/Aids project.

INTRODUCTION
CHAPTER 1: BACKGROUND AND ORIENTATION
1.1. Introduction
1.2. Rationale
1.3. Contextualizing this study
1.3.1. Dual relationship of culture and education
1.3.2. Education and Culture in the context of HIV/Aids
1.3.3. Life Orientation and HIV/Aids education
1.3.4. Implementation of the HIV/Aids education at South African schools
1.4. HIV/Aids in South Africa
1.5. Research Questions
1.5.1. What is the problem?
1.6 Aim of the study
1.7. Explanation of Core Concepts in relation to the study
1.7.1. Culture
1.7.2. School Culture
1.7.3. Family
1.7.4. Family Culture
1.7.5. Knowledge of and attitude to HIV/Aids
1.7.5.1. Knowledge
1.7.5.2. Attitude
1.8. Methodology
1.8.1. Theoretical Frameworks
1.8.1.1. The Social Cognitive Theory
1.8.1.2. Eight Gateways
1.8.2. Research Paradigm
1.8.3. Research Approach
1.8.4. Data Collection Strategies and Sampling
1.8.5. Data Analysis
1.9. Credibility of the Qualitative Case Study
1.10. Organization of Thesis
1.11. Conclusion
CHAPTER 2 LITERATURE STUDY
2.1. Introduction
2.2. Education and HIV/Aids.
2.3. Influence of culture in the context of HIV/Aids
2.4. Influence of school culture on the child
2.5. Influence of parental child-rearing on the child
2.6. Adolescents’ perceptions of their susceptibility to HIV/Aids
2.7. Knowledge of adolescents with regard to HIV/Aids
2.8. Attitude of adolescents with regard to HIV/Aids
2.9. Relationship between knowledge of and attitudes to HIV/Aids
2.10. HIV Prevalence among Muslims in South Africa
2.11. HIV/Aids and Islam
2.12. Theoretical Framework
2.13. Conclusion
CHAPTER 3 DESIGNING AND CONDUCTING RESEARCH IN THE FIELD
3.1. Introduction
3.2. Research Paradigm: Interpretivism.
3.3. Qualitative Research Approach
3.4. Case Study Research Design .
3.5. Data Collection Strategies
3.6. Population and Sampling Strategies
3.7. Researcher Role
3.8. Data Analysis
3.9. Perspectives on Validation
3.10. Ethical and Legal Considerations
3.11. Conclusion
CHAPTER 4 DATA ANALYSIS AND RESULTS
4.1. Introduction
4.2. Thematic discussion of research
4.3. Conclusion
CHAPTER 5 OVERVIEW, SYNTHESIS OF FINDINGS AND RECOMMENDATIONS
5.1. Introduction
5.2. Overview
5.3. Synthesis of findings in terms of the research sub-questions
5.4. Findings in terms of the main research question
5.5. Recommendations
5.6. Recommendations for further research
5.7.Limitations of the study
5.8. Conclusion
REFERENCES
GET THE COMPLETE PROJECT