Who we are personally can infiltrate our professional lives, so it's important to be aware of the way we position ourselves and our actions. Reflection in life stories is important, as it enables intentional positioning, helps to recognize the construction of discourses and the dominance they have in shaping one's own story and identity.
Background of the research problem
4 men, and in the modern world having to compromise with one's career in the interest of starting and nurturing a family. In terms of effect, there is thus limited research into the overall effect of intersectionality in relation to one's self-efficacy and intentionality with regard to agency.
Rationale and significance of the study
How are the experiences of students engaged in critical reflection on the influence of dominant social discourses and their intersectionality through life history work. What are the effects of engaging in critical reflection on students' sense of agency in their personal and professional lives.
Ethical clearance for the study
To explore the experiences of students engaged in critical reflection on the impact of dominant social discourses and their intersectionality through life story work. To investigate the effect of engaging in critical reflection on students' sense of agency in their personal and professional lives.
Outline of the study
This includes the themes emerging from the data sets and how they differed across different data collection methods. Findings are presented using a timeline of activities students must complete over the course of the semester and quotes from participants are included.
CHAPTER TWO
LITERATURE REVIEW AND THEORETICAL FRAMEWORKS
- Introduction
- Study Application
- Literature Review
- Perspectives on Intersectionality
- Intersectionality and impact on identity
- Intersectionality and agency
- The importance of reflexivity
- Theoretical Framework
- Social cognitive theory - an agentic perspective
- Chapter Summary
This therefore means that we are not only recipients of the system, but also active participants in the construction of society. Henceforth, this approach was an integral part of the pursuit of this study in exploring the effect of the dominant social discourses.
CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY
- Introduction
- Study Paradigm and Design
- Ethical considerations
- Participants and study location
- Study Approach
- Data collection instruments
- Data Collection methods
- Data analysis
- Trustworthiness of the study
- Dependability
- Confirmability
- Transferability
- Credibility
- Chapter Summary
Access to the archives was granted by the course coordinator, with permission from the participants. Thematic analysis involves a search for themes that emerge as important to the description of the phenomenon (Daly, Kelleher, & Gliksman as cited in Fereday & Muir-Cochrane, 2006). Before the themes were extracted from the data, the data were transcribed verbatim.
The initial step of the data analysis process is familiarization and immersion in the data to be analyzed. However, the relationship between the researcher and the participants was relaxed due to the role of the "insider". The researcher was sensitive to individual subjectivity and bias that could affect the outcome of the study.
In addition, case profiles were used to depict the different perspectives from the stories to meet the research objectives.
CHAPTER FOUR
FINDINGS, ANALYSIS AND DISCUSSION
Introduction
In this section, the findings were presented through the students' timeline activities, as illustrated in Table 4.1 below.
LIFE STORIES ECOLOGICAL PERSPECTIVE
Tracking themes: effects of dominant social discourses
- Power of gender norms
- Perceptions of SES as inherited or acquired
- Strong influence of culture
From the responses of these participants, from the beginning of the program to the interview stage, there is evidence that the participants initially did not acknowledge the influence of race. As individuals, we are born and socialized into particular ideologies and this can be related to the interdependent relationships between people and multiple levels of the environmental system (Bronfenbrenner, 1977). This discourse in particular did not seem to be very significant in the students' narratives at the beginning of the program, only a few students clarified in their class.
Some participants expressed their opinion that the class is inherited or acquired. Education has emerged as a powerful discourse and can be linked to race and privilege due to the apartheid regime. 41 constructionism, our understanding of the world depends on where and when we live in the world.
Bowleg (2012) further explains that none of the categories of race and gender can be clarified on their own without acknowledging the outcomes that come from the intersection of these discourses.
Case Profiles: Tracking changes in position and agency
Finally, participant SL shared her insights into the intersectionality of the dominant social discourses in her life and learning about those of her peers. Although this participant already demonstrated a very strong sense of agency in her first life story, it is clear that with increasing critical reflection she demonstrated a more nuanced understanding of the effect of discourses on her life. There was a change in this participant in recognizing the power and intersection of the dominant social discourses in his life.
The intersection between the dominant social discourses has been discussed under some themes and had a significant impact on the participants' lives. The above extract shows that the understanding of the concept and its application came later in the module. In line with Azmitta and Thomas' (2015) argument about transnational intersectionality, it is clear that the process of sharing the life stories enabled students to move beyond looking at their own backgrounds, but to better understand the dynamic interconnectedness of the dominant social discourses. .
It is clear that women are massively oppressed and regardless of efforts to solve that problem, there is little progress.
Reflexivity
- Research reflexivity
Garry (2011) emphasizes that including privilege and oppression in intersectionality shows that it applies to everyone and not just members of marginalized groups. White women may have received some benefits due to their race during apartheid and are well represented in the work environment compared to other racial groups (Booysen & Nkomo, 2010). Steyn (2004) defines the construction of whiteness as central, but not exclusive, to the process of power and oppression.
It is worth taking into account the current challenges that threaten better livelihoods for all people. It is important because if you are not aware of your strengths and weaknesses, how are you going to communicate and interact with other people? It's valuable to me because I've never really taken the time to think about how these dominant discourses intersect in my life, so for the very first time I came to know and reflect on that (SP).
Mauthner and Doucet (2003) argue for the need for a researcher to be socially and emotionally responsive to participants and is part of qualitative analysis.
Chapter Summary
56 research and looking at the dominant social discourses, I believe that this study was relevant. However, I managed to reach a point where I fully grasped it and applied it constantly in my life and found it useful. Be it positive or negative, we should know how to respond in a way that does not compromise our values and ethics.
I also feel that the dual role allowed me to better engage with the participants as I was a part of everything they were doing. The informal discussions and interactions that took place over a five-month period allowed me to better understand the participants compared to listening to life stories. From then on, he created an environment where the group could share things collectively as we faced these issues.
It created an opportunity to look at situations from different perspectives, to think about others around us.
CHAPTER FIVE
CONCLUSION AND RECOMMENDATION
Conclusion
- Effect of dominant social discourses
58 In this context, the ecological model (Bronfenbrenner, 1977) places individuals at the center of various systems that exert some influence on decision-making and the person's sense of self. Thus, these two frameworks complimented each other and brought out the desired outcome of the study's purpose. This theory served well to explain the development that was shown to occur in students during and at the end of the program.
This was illustrated by how the students shared their life stories and perspectives on the intersectionality of dominant social discourses in their life stories. This follows evidence from the majority of participants who strongly felt that education played a role in defining themselves. The intersectionality of dominant social discourses (race, gender, and class) is widely explored in the literature.
The research results show that the students' reflective capacity increased over the course of the module.
Limitations
However, the majority focused on the impact of discourses rather than on how one can shift the power of these nuances. Reflexivity is primarily concerned with raising critical questions about oneself, while agency focuses on the ways in which one responds to events or situations. The students showed the ability to be reflexive and that they were able to be critical in their thinking and take note of the factors that play together in shaping their lives.
Recommendations
An alternative context needs to be taken into account as people are misled into believing that living in Western countries means being financially prosperous. By doing this it might be possible to highlight whether changes have taken place in the way people live and to develop reflexivity in relation to dominant social discourses. Black women and gender equality in the new South Africa: Human rights law and the intersection of race and gender.
NOTE: Research data must be stored securely in the discipline/department for a period of 5 years. It is noted that you will form your sample by interviewing students who are willing to participate in the interview on the Howard College campus. If you agree to take part in the study, you will be asked to attend a data collection workshop with other students who have completed the Personal is the Professional module in the Masters in Health Promotion and will be asked in individual interviews how you experienced the module and what influence it had on your personal and professional life.
I understand everything that has been explained to me and freely agree to participate in the study.
