Programmatic Forces
10. The forces exerted on the student from experiences during the training process ('Experiential Forces')
3.4 Data Analysis: The Force of a Magnetic Story
3.4.1 Representational Analysis
A representational analysis of narrative research in educational settings adopts an iterative, symbiotic and collusional process to the analysis of language data (Freeman, 1996). The researcher attempts to position herself as an 'insider' to the thinking of the participant, by a constant back and forth engagement with the research context, the data, and the source of the data herself (Samuel, 1998). The analysis, therefore, unfolds as a result of intense collaboration, where image and metaphor are intended to integrate the participant's life-history and training experience into a jointly interpreted whole (Connelly & Clandinin, 1990). This means - and as opposed to the empirical-analytical tradition - that there are no a priori categories for data analysis. In other words, the data analysis methods are not developed prior to the data collection itself (Miles &
Huberman, 1994). Rather, the categories for analysis are grounded within the analysis process, and emerge from within it with very little prior expectation of what these will be (Strauss, 1987).
•
As a consequence of this, an important distinction needs to be made here with regard to how Iaimedto analyse the data, and how the analysis process actually,unfolded.
The twin aims, and based upon the raw language data from sources discussed in 3.4, were:
To co-construct three narratives regarding the learning experiences of Nolwazi (Representational findings). From these narratives, I intended to extract a set of recurring themes and constructs that would infonn the discussion of Chapter Five.
• To support the Repre.sentational fmdings, I planned to engage in a critical discourse ~alysis of the verbatim language dat~ (Presentational analysis), intended to enrich the discussion in Chapter Five.
The data analysis process unfolded differently, however, due to the influence of the data itself.
The raw data from Interview Three (Nolwazi's interpretative synthesis of her life- history experiences and those of the training programme) offered a higWy sophisticated analysis of a 'non-caring' curriculum as a result ofthe western thinking at the heart of its knowledge creation and transmission processes. To ensure that I had understood her analysis correctly, I composed the narrative 'The Monster' (4.2.3) (Mpumlwana &
Beecham; 2000). After her editorial changes had been made, the pressing research question became, 'How has Nolwazi come to thinklike this?' The answer, clearly, lay within her life experience.
The first step in exploring this question resulted in the compilation of Table 6:
Nolwazi's Life-Time: Chronology of Learning from Change (3.2.2). The core learning (as interpreted from the verbatim data) pointed to a clear division of attributing 'care' and 'non-care' to a variety of life-changing events.
In attempting to access how these life history experiences related to her emphasis on a fundamentally non-caring curriculum, and her sophisticated analysis of the origins of this lack of care, I was interested in how the language data reflected patterns of
expression and relationship. These patterns were at one and the same time reflections of Nolwazi's current interpretation of thepast events, expressed in a present dialogue to me, whileanticipatingfilture use in the form of this research study. In understanding her emphasis on care as a central issue impacting on her interpretations of her training, it seemed vital to "layout in a passage of language data how thinking and reasoning is working" by studying the language data in relation to itself (Freeman, 1996; p751). I therefore focused the critical discourse analysis process (Presentational analysis) only upon events of 'care' and 'non-care' she had spoken of in Interview One (life-history narration).
The themes revealed by the discourse analysis (Presentational analysis) were formalised into a model represented by Figure 7: Nolwazi's 'Way of Learning to Think about Care' (Chapter Four 4.1.3).
It was upon the basis of this model that I then proceeded to compose the first two narratives in the sequence of three that conclude with 'The Monster'. These are 'Learning to Care' (concerning key life-history learning experiences) and 'Learning Alone' (concerning learning experiences during training).
To summarise the Data Analysis sequence, therefore:
a) Co-construction of representational narrative, 'The Monster' b) Compilation of Table 6
c) Presentational (critical discourse) analysis of key life-history events of 'care' and 'non-care'
d) Formulation of Figure 7
e) Co-construction of representational narratives 'Learning to Care' and 'Learning Alone'
It is on the basis of the themes emerging from this sequence that the discussion in Chapter Five rests. In addition, and as a consequence of the congruence between these themes and the discussions of Chapter Two that resulted in the model of professional development presented there (2.1.6), Chapter Five offers an alternate construction of professional development, 'Connecting with Care: A Process Model of Development for a Therapeutic Discipline.'
As a final point before proceeding to further comments regarding the presentational analysis, and relating to the validity of the representational narrative compositions, Nolwazi had full content and editorial control. In responding to an editor of the International Journal of Teaching in Higher Education, and his desire to ascertain her authorship of'The Monster of Professional Power' (Mpumlwana& Beecham, 2000), she states, " ...this is as much my own story as my brain is mine". Further on, and in response to his query regarding her editorial input, she asserts that "I really do not wish to make any further changes as I feel the ones I made before you saw the document were sufficient. Whatever you have read is a true reflection of what I think and feel about the 'Profession'." (Letter to the Editor, November, 1999).
3.4.2 Presentational Analysis
As discussed above, the composition of the first two narratives in the sequence of three to be presented in Chapter Four was based upon the way language was used in the verbatim transcripts, and how the choices of words stood in relation to each other in the telling of several highly charged events.
The ongms of structural linguistics have been discussed in 2.1.2.2. Although historically located within the empirical-analytical tradition, and thus representing a fundamental paradigmatic difference to the hermeneutic tradition on which the representational approach rests, its methods have relevance to narrative research in educational contexts (Freeman, 1996). Particularly pertinent for the topic of this study are the methods of discourse analysis suggested by Fairclough (1989), and his emphasis on the critically interpretative stance of the researcher:
Table 8: Ten Questions to Guide Critical Discourse Analysis
(From Fairclough, 1989)1. What experiential values do words have?
• What classification schemes are drawn upon?
• Are there words which are ideologically contested?
• Is there rewording or overwording?
• What ideologically significant meaning relations (synonymy.
hyponymy, antonymy)are there between words?
2. What relational values do words have?
• Are there euphemistic expressions?
• Are there markedly formal or informal words?
3. What expressive values do words have?
4. What metaphors are used?
S. What experiential values do grammatical features have?
What types ofprocess and participant predominate?
Is agency unclear?
Are processes what they seem?
Are nominalizations used?
Are sentences active or passive?
Are sentences positive or negative?
6. . What relational values do grammatical features have?
What modes (declarative, grammatical question, imperative) are used?
Are there important features of relational modality?
Are the pronouns we and you used, and if so, how?
7. What expressive values do grammatical features have?
Are there important features of expressive modality?
8. How are (simple) sentences linked together?
What logical connectors are used?
Are complex sentences characterized by coordination or subordination?
_ ~ 9. What interactional conventions are used?
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Are there other ways in which one participant controls the turns of~ ~ others?
E-l'::
00 10. What larger-scale structures does the text have?
The presentational analysis of key learning events in of Nolwazi's life-history prior to training was based upon the critical discourse analysis techniques outlined by Fairclough (1989) and which are included as Table 8. Perhaps the validity of the resultant analysis, and its formulation into Figure 7: Nolwazi's 'Way of Learning to Think about Care' (Chapter Four 4.1.3) can be best determined by its use. As the framework for the composition of the first story in the representational sequence, 'Learning to Care', Nolwazi asserts that the pattern of thinking revealed in it reflects an unconscious, previously non-verbalisable, expression of her reality. After reading it,
her sense of 'self-knowing' the truth of the pattern itself resulted in her having to "lie in the bath and cry fOf three hours" (Mpumlwana, Personal Communication, 1999).
Chapter Summary
This Chapter has attempted to methodologically support the argument presented in Chapter Two: That a re-problematisation of the nature of the profession's model of professional development can occur by both shifting the paradigm of research inquiry, and by introducing the BAFL speaking student voice to the debate itself. Although frankly acknowledging that the research methods and procedures used in this study provideone version of this debate, significant efforts have been made to ensure some semblance of research validity, representativeness and reliability in its presentation.
Chapter Four presents the two levels of data analysis outlined in 3.4. Interms of ease of reading, I have chosen to present the critical discourse analysis (Presentational Level) first. This section, culminating in Figure 7: Nolwazi's 'Way of Learning to Think about Care' (4.1.3), provides for a coherent transition into the chronologically sequenced narratives (Representational Level) of 'Learning to Care', 'Learning Alone' and 'The Monster'. Subsequent to each of these narratives, a synthesis of emerging issues provides the basis for Chapte~
Five's discussion.
Chapter
Four: The
Magnetic Lines
OfStory Force
Chapter Four: The Magnetic Lines ofStory-Force
' .. .Magllet lilies offorce are a way ofrepreselltillg a maglletic field. They form complete loops. They Ilever cross... '
(www.technicoil.com/magnetism.html)
Chapter Overview
To re-state the broad purpose of this Chapter: It aims to reveal a recurring set of themes that provide a response to the question: 'How does a BAFL speaking student, experiencing significant difficulty in negotiating the curriculum, interpret her teaching and learning experiences?'
It is the aim of Chapter Five to discursively expand upon these recurring constructs as a contribution to the professional curriculum debate.
As preparation for this discussion, therefore, the analysis that follows is divided into two:
4.1 Presentational Level (critical discourse analysis): How the data reveals meaning; i.e. how particular forms of language are chosen to communicate thought (Samuel, 1998).
4.2 Representational Level (co-authored narrative compositions): What the data means.
Because of the complexity of Nolwazi's life-history, and as an aid to the reader in chronologically locating the events sub-serving both levels of presentation, referral is made to Table 6, 'Nolwazi's Life-Time: Chronology of Learning from Change.' This chronology, and as mentioned in 3.4.1, additionally serves as a summative guide to the influence of care, voice and power on Nolwazi's early learning - issues that recur throughout this Chapter.