School Curriculum in Traditional/Indigenous Schools

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Open coding

According to Strauss and Corbin (1990: 61) and Marshall (1995), coding starts with open coding in which symbols are recognised without any constraint or rationale other than to uncover pieces of the gist. The main secret of open coding is a mental openness that allows for the discovery of the unexpected along with a curiosity that does not allow for final closure, even after texts have been read and codes identified from it. Coding is thus a very questioning activity. Open coding is particularly about labelling and categorizing of phenomena. This must be a careful activity as data come with many connotations. The constant comparative method may be used by constantly comparing each piece of data with codes and notes already identified. Comparison helps identify distinct characteristics and ordinal position on any relevant scale. It is a trap to worry about the ‘real meaning’ of words, as this is a form of closure; open coding is about opening up lines of inquiry. Theoretical saturation is achieved when no further new codes or categories are being identified. Further analysis then only goes to test and support the identified theory. Coding can be quite a tedious activity but it requires expertise. The quality of categories and theories depends on the quality of the coding. Employing others to help coding can very much speed the activity, but they do need to know what they are doing (Strauss and Corbin, 1990 and Marshall, 1995). http://changingminds.org .
Open coding generally is a procedure that involves developing categories of information by asking simple questions such as what and where, when and also the making of comparisons of data where related occurrences or events are put together and granted similar or equivalent theoretical marker. Some scholars regard open coding as a process of breaking down the data into separate units of meaning (Goulding, 1999). The main purposes of open coding are to conceptualise and label data. In this study open coding will be used as the first stage of data analysis and interpretation were all written data from field notes or transcripts will be conceptualised line by line.

Axial coding

Strauss and Corbin (1990) maintain that axial coding occurs where there is a strong focus on discovering codes around a single category, for example looking for interactions, strategies and so on that relate to the category. For example in a category of ‘greeting’, there may be a search for encounters with others, talk about previous encounters and emotional impacts from meeting others. Axial coding can also be used to develop categories and seeking relationships that will expose a category. Where open coding is about identification and naming, axial coding is about links and relationships. Strauss and Corbin (1990: 124) identify a Paradigm Model by which coding looks for:
• Causal conditions
• Contextual factors
• Actions and interactions taken in response to the phenomenon
• Intervening conditions that assist or hinder actions and interactions
• Consequences of actions and interactions
Axial coding may be done at any time, even before firm categories are identified, for example when a code of ‘rain’ is first encountered, then, an exploration of the impacts and importance of rain may ensue. Axial coding also helps identify relationships between categories and the links that create a web of meaning for the people under study. http://changingminds.org
Strauss and Corbin (1998:124) agree with the above statement when they say:
The purpose of axial coding is to begin the process of reassembling data that fractured during open coding. In axial coding, categories are related to their subcategories to form more precise and complete explanations about the phenomena.
In this study, axial coding is used when the researcher is re-reading the texts to confirm that concepts are accurately representing the responses of the interview.

CHAPTER 1 ORIENTATION TO THE STUDY
1.1 Introduction
1.2 Research Questio
1.3 Background to the problem
1.4 Statement of the problem.
1.5 Aim and objectives of the study
1.6 Outcomes of the study
1.7 Rationale for the study .
1.8 Research methodology
1.9 Theoretical framework.
1.10 Outline of chapters.
CHAPTER 2 LITERATURE REVIEW.
2.1 Introduction .
2.2 School Curriculum in Traditional/Indigenous Schools
2.3 School Curriculum in Modern Schools .
2.4 Missionaries and Missionary/Scholars .
2.5 African Theological Scholars and the Church
2.6 Challenges to European Scholars’ Approach to African Education
2.7 African Scholars.
2.8 Conclusion .
CHAPTER 3 RESEARCH METHODOLOGY
3.1 Introduction
3.2 Research Design .
3.3 Research environment
3.4 Data collection methods.
3.5 Ethical consideration
3.6 Size of the data
3.7 Reliability
3.8 Validity
3.9 Conclusion
CHAPTER 4 DATA ANALYSIS AND PROCEDURES
4.1 Introduction
4.2 Data Transcription.
4.3 Data analysis process.
4.4 Coding Scheme .
4.5 Classification of themes identified.
4.6 Conclusion
CHAPTER 5 RESEARCH FINDINGS
5.2 Findings.
5.3 Conclusion
CHAPTER 6 CONCLUSION AND RECOMMENDATIONS
REFERENCES

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MORAL REGENERATION IN THE LIVES OF VHAVENḒA YOUTH THROUGH INDIGENOUS KNOWLEDGE SYSTEMS: APPLIED ETHNOGRAPHY OF COMMUNICATION-BASED APPROACHES WITH SPECIAL REFERENCE TO TSHIVENḒA