Data was analysed using interpretive thematic data analysis. Braun and Clarke’s (2006) version of interpretive thematic data analysis was used. Braun and Clarke (2006) define a theme as being a pattern of meaningful responses in the data set that captures something that is judged to be important in relation to the research question. Braun and Clarke (2006) offer a six phase guide for conducting interpretive thematic analysis which was used in this study. The six phases are;
familiarising yourself with the data, initial coding, searching for themes, reviewing themes, definition and naming of themes as well as producing the report.
58 The first phase, becoming familiar with the data, was an on-going process from listening to the recording for the first time to the final write-up of the dissertation. A line-by-line transcription of the recordings was performed. Constantly referring back to the data ensured the researcher’s interpretation was supported by the data. Reading the transcriptions and listening to the recordings to get a feel of what the study was about was an important step at this phase. As suggested by Braun and Clarke (2006) during this phase of repeated reading an overarching theme emerged. The overarching theme was contradictions in the experience of sexuality, a theme that alludes to the complexity of negotiating one’s sexuality.
In the second phase, initial coding, the researcher returned to the data set and freely coded the responses while staying close to the actual language used by the participants. The process of coding is part of the analysis, however at this stage it was important for me to refrain from being overly interpretative (Braun & Clarke, 2006). The coding was done manually and the left margin was used to write the initial codes. The initial coding was done in English and thus those sections of the transcriptions that were in IsiZulu were translated.
The third phase of searching and actively creating themes followed. Reading through the initial codes led to the introduction of tentative themes which could be changed if the data set did not support them. Braun and Clarke (2006) assert that some initial codes may combine to form a single theme.
According to Braun and Clarke (2006) the fourth phase entails reviewing and refining the tentative themes, this was done to decrease the number of themes by joining overlapping themes
59 and cutting out themes that were not sufficiently supported by the data. 19 initial themes were refined to 10 themes that were supported by the data.
The fifth phase includes defining and naming themes while the sixth phase refers to the actual write up, these phases will be discussed in the discussion section to avoid repetition.
The decision to allow participants to express themselves in IsiZulu or English had a bearing on how the results were analysed. The decision to conduct the data collection in a bilingual manner was in keeping with the Language policy that the University of KwaZulu-Natal adopted in 2006.
According to the University of KwaZulu-Natal (2006) the policy outlook is informed by the Higher Education Act of 1997, the Language in Education Policy of 1997 and the Language Policy for higher Education of 2002. The policy endorses respect for diverse cultures and values.
Furthermore the policy stipulates that it encourages research conducted in IsiZulu.
According to wa Thiong’o (1981) language is not merely a tool for expressing one’s culture instead language carries the values people use to perceive themselves and the world. The social constructionist approach construes the construction of meaning as being created by and through language (Swartz, 1998). This means that translation becomes a complicated enterprise that involves much more than merely changing labels from one language to another. Thus with this frame in mind it was decided to ensure that the research participants were enabled to express themselves in the most ‘natural’ manner in the language they are most comfortable speaking.
This was extended to the data analysis where the analysis was done in both English and IsiZulu.
60 It emerged that most of the collected data was in IsiZulu, albeit mixed with English, as is commonly spoken by young people in the community from which the participants were drawn from. To preserve the essence of what the participants expressed quotes are presented in IsiZulu in the results chapter followed by a translation into English. IsiZulu is the author’s home language. The analysis chapter which follows the results chapter is written in English.
61 CHAPTER FIVE: RESULTS
This section will cover the findings from the four focus group interviews that were held. The grand theme was one of ambiguity and variation regarding sexuality and sexual health knowledge and experiences. The findings are reported according to the following themes: the use of language in youth sexual health, learners’ subjective experience of the workshops, previous sexual health education and HIV/AIDS knowledge, new knowledge, sexual rights perspective, relationships, gender inequality and sexuality, sexual identity and safer sex.
For the purposes of anonymity the learners will be referred to with a short pseudonym based on the Focus group they were in. Thus the third participant in the first group will be known as A3.
Similarly the first participant in the fourth group would be D1. In instances where teachers’
names have been used by learners in extracts quoted from the focus group interviews pseudonyms have been employed.