Much of the literature devoted to educational reform has focused on culturally relevant pedagogy (CRP). Within that corpus of literature the discussion of culturally relevant pedagogy typically involves its application in a public school setting. There is some literature that focuses on Independent African Centered schools as a culturally relevant alternative to public schools (H. Madhubuti and S. Madhubuti, 1994; M.J. Shujaa, 1995; Carol Lee, 1994 et. al). However, I was unable to find literature that featured the perceptions of teachers and administrators’ within African Centered environments. The qualitative studies that were found focused on African Centeredness as a philosophy undergirding a particular type of independent school. Even fewer,
were studies examining the contrast between teacher’s perception and their application of African Centeredness in the classroom (Carol Lee, 1994; Agyei Akoto, 1992; Watson and Smitherton, 1996).
The most appropriate design for understanding the participant’s perceptions of African Centeredness, as well as the manner in which those perceptions materialize in the classroom is provided by qualitative methodology. This method facilitates a deeper understanding of how individuals in a school setting express their idea of African Centeredness. Researchers utilizing qualitative methods are immersed in the environment of study, as an observer as well as an instrument for data collection. This allows for more depth relative to capturing the experiences and perspectives of the participants.
Cresswell (2007) maintains that the following are the defining characteristics of qualitative research:
1. Natural setting as a source of data-all data are collected in the field with an emphasis placed on the natural environment;
2. Researcher as key instrument of data collection-The researcher experiences the environment and is thus able to articulate the phenomenon occurring within the environment;
3. Data comes from multiple sources, including interviews, observations and documents;
4. Inductive data analysis- the researcher “builds the patterns, categories and themes from the bottom up” (Creswell, 2007 p.38);
6. Emergent Design. The initial plan is subject to change according to what method is most practical once in the field for capturing data that has the best potential to satisfy the research questions;
7. Theoretical lens;
8. Interpretive inquiry. As an instrument, qualitative researchers interpret what they see hear and understand (p. 39);
9. Holistic account. Qualitative researchers focus on complex interactions in a given situation as opposed to its causes and effects;
Creswell (2007) also suggests that qualitative research approach is most appropriate when:
1. There is a problem that needs to be explored;
2. There is a need for a “complex, detailed understanding of the issue” (p. 40); 3. Empowerment of individuals is an objective of the research. Focusing on the
participant’s voice, the researcher facilitates sharing of the participant’s story from their perspective;
4. The researcher prefers to write in a literary style as opposed to an academic style- In this regard, qualitative research demands the use of rich detail in order to substantiate any claims;
5. The research depends on data coming from observing individuals in their natural setting;
6. There is a need to follow up quantitative research, which addresses the “what” with a qualitative study that addresses the “why;”
7. There is a need “to develop theories where partial or inadequate theories exist” (p.40); and
8. Quantitative analysis just doesn’t fit the problem.
Based on the characteristics and features of qualitative research outlined by Creswell (2007), I have determined that qualitative research was the most appropriate method to employ in order to explore the perceptions and applications of “African Centeredness” in an independent African Centered school. Specifically I was interested in engaging teachers and administrators in an independent African Centered school environment in terms of how they viewed “African Centeredness,” as well as how they applied what they understood to be African Centered Pedagogy, in the classroom. The literature includes some research on African Centered schools as an alternate option to a traditional setting (Carol Lee, 1992; Watson and Smitherton, 1996 et. al), but there is a dearth of literature regarding the actual ways in which people view and apply African Centeredness in the classroom. Further exploration of this phenomenon is needed in order to gain a truer understanding of the range of African Centered applications that exists, as well as their contrasts and similarities.
As an African American educator and researcher, I have a particular interest in
educational environments that positively impact students of color. Creswell’s criteria for when to use qualitative analysis only partially inform my choice of methodology. I also recognize the need to collect data that reflects the internal processes of African Centered environments as a possible step towards maximizing their potential as viable alternatives to traditional settings. Towards this end, a qualitative methodology best facilitates capturing such data.
The specific qualitative approach best suited for this research was the case study. Creswell (2007) maintains that a “case study is a good approach when the inquirer has clearly
identifiable cases with boundaries and seeks to provide an depth understanding of the cases or a comparison of several cases” (p.74). This study treated each teacher’s and administrators unique perspective as a case, exploring and comparing their perceptions and applications of African Centeredness. The venue, an independent African centered school, is the closed setting wherein each case was researched. Creswell (2007) quotes Yin (2003), who posits, “you would use the case study method because you deliberately wanted to cover contextual conditions-believing that they might be highly pertinent to your phenomenon of study” (p.13).