3. Severe Conflicts: Frustration-Deprivation
3.4. Research Approaches 1. Literature Review
85 As is clear from the above summation of the research questions and investigations, all three of these elements of narrative analysis (meaning, form and interaction) were woven into, and provide a cross-cutting function across the gamete of research methodology strategies. The below matrix gives clarity to this cross-sectional function of the three- prong analysis grid-system that has been under discussion:
Research Approaches:
Analysis Grid-System:
Literature Review
Document Analysis
Open Interviews 1.) Content (Meaning)
2.) Structure (Form)
3.) Performance (Interaction)
3.4. Research Approaches
86 repercussions that currently pervades the Matabeleland region did impede the gathering of data from living sources. Thus, this study ensured that data collection came from multiple sources, both oral and written.
Conventional historical research is based on certain objective assumptions that take an “evolutionary approach” (cascading development) to the recording of history.224 It is believed that objective views of history can be realized when one can trace the historical events from actual experience, to oral transmission, to written documentation, after which various interpretations can be arrived at. Sourcing, dating and the
corroboration of facts are all part of this traditional historical reconstruction effort.
In regards to the interplay of narrative and history, Don Cupitt defines history as
“a great tangle of competing stories”, or “the provisional outcome of a contest of stories”225. In his terms, “Truth is the state of argument, truth is the story on top at
present, truth is a precarious and always shifting consensus”226. His concern is around the conception of “original documents” by which many historians claim their validity. After all, no matter how ancient the original source may be, it is already inter-textually laced with the interface of many earlier stories. Adding further complexity to the concept of
“historical records”, Cupitt exclaims:
“If being ‘constrained by evidence’ means only of borrowing bits of material from the public record, in the right chronological order and joined up by plausible casual links, then I fear that life in a modern pluralistic democracy shows that it’s not sufficient to establish a common ground of agreed objective public
knowledge”227.
Almost making jest of the debate swirling around the perspective character of history-writing, Cupitt expresses his amazement at the idea of the existence of fact and declares that all we really have and all we will ever have are two or more conflicting angles or viewpoints on a matter of history. In his mind, the real issue is how much dialogue is produced from these contrary portrayals of history, and how many new stories emerge as a result. In summary, Cupitt is clear on his stance: “Indeed, one might usefully
224 Powell, Mark A. 1990. What is Narrative Criticism? Minneapolis: Fortress Press
225 Cupitt, 1991: 20.
226 ibid.
227 Cupitt, 1991: 83.
87 define the historian’s purpose in writing as an attempt to raise the level of public debate about a contemporary issue, by telling a parable set in the past about it”228.
As this study is not aimed at a historical revisionist experiment, it will not employ a conventional historical analysis but instead will work within a historical criticism framework.229 Historical criticism is about the work of deconstructing and reconstructing history. The critic of history takes seriously the subjectivity and agency of the author of history, their worldview, values and beliefs, and the place or status they hold within the setting they are writing from. The historical critic is also fully aware that history is never written about in a ‘vacuum’, meaning that the context in which the historian is writing from is crucial. What is the nature of the socio-political climate in which this historical account is being recreated? What are the internal and external factors of influence that may be affecting the perceptions of the author(s) as they produce history? What are the
‘agendas’ of historians? The student of historical analysis must not only ask questions of what (subject matter) and when (dates and times), but they must also ask the questions of who, how and why are people writing history.
To this end, this study determined to gather and analyse evidence from four types of historical texts: primary sources (data from archives, museums, libraries, or personal collections); secondary sources (the work of other historians writing and commenting on history); running records (documentaries kept by private groups or NGOs); and
recollections (autobiographies, memoirs, and oral histories). Unfortunately, materials from the time period under consideration were limited for at least three reasons. Firstly, it has been documented that certain records of ZAPU and ZIPRA were destroyed during the violence of the 1980s. Secondly, the independent and international media (some of which represented dissenting voices230) were severely restricted from freedom of expression and publication of any information contrary to the state-supported viewpoint during that time period. Thirdly, critical archives of sensitive material from that era have been put under
228 Cupitt, 1991: 86.
229 Veeser, H.A., (ed). 1989. The New Historicism. New York / London: Routledge Press, 1989.
230 Donald Trelford, the Editor of the London Observer at that time of the Gukurahundi is one such example of a dissenting voice. See article entitled, “Journalist who first exposed Matabeleland Atrocities”, http://www.newzimbabwe.com/pages/trelford.html. Posted 12/30/2000.
88 lock and key until such a time as they are deemed to be instrumental in reconstructing that historically tumultuous period.231
The document analysis of this study revolved around primary sources such as newspaper clippings, investigative reports, internet postings, political communiqués, published speech scripts, and other personal narrative writings of ex-combatants and the civilian population in Matabeleland.232 Secondary sources involved historical books, research dissertations and statistical research reports on the Matabeleland conflict from the specific time period of interest.233 Recollections data was extracted from the
numerous published biographies on the persons of Robert Mugabe, Joshua Nkomo, the ZANU, ZAPU and Zimbabwe as a nation.234 The document analysis processes ran congruently and carried a cross-sectional function throughout the research time-fame.