COSTOS DE CONCENTRADO / MES

One challenging question that arose during the data analysis process was how to work with the large quantity of data available to me – the transcribed interviews and focus groups, my research journal and other available documents appeared almost

overwhelming. As I began coding I was encouraged to see differences between my initial impressions of what the themes might be and what was actually emerging, but I was conscious of researcher power in highlighting and selecting text from the transcripts and concerned that despite seeking to cultivate critical subjectivity in my approach, my choices would inevitably be influenced by my priorities, interests, prejudices and interpretations.

In considering how to select phrases and passages for coding, many examples given in the literature appeared to pick out very short phrases or sentences (for example, Auerbach & Silverstein 2003:57). I judged this kind of fragmentation could lead to comments being taken out of context and detached from the participants’ wider stories (Bryman 2016:583) and was conscious of the temptation to manipulate the data by selecting ‘chunks’ that fitted my existing viewpoints.

I found myself highlighting relatively large sections of text and wrestling with some difficult issues. How could I represent with integrity, the complexity of what I was reading in the transcripts? Was it possible to set participants’ comments in context and maintain the integrity of their voice rather than plundering the transcripts for relevant ‘nuggets’ to use? I was equally concerned to avoid including lengthy direct quotations in

82 the final thesis. Using the phrase ‘body of data’ in my research journal was the catalyst for a visual reflection on ‘embodiment’ – a line-drawing of a female figure surrounded by reflective questions to challenge my own handling of the data (Figure 5).

Figure 5: Embodiment: Reflections on a Body of Data39

I wondered how I could allow the ‘body of data’ to express itself. how I could allow each part to speak in its own way, ‘to flex and stretch and dance and play.’ I was drawn to 1 Corinthians 12 and Romans 12 as I drew and wrote, which describe the significant parts of the body of Christ and the integrity of the whole. The principles here seemed apt in considering how I could value and honour those parts that seemed critical, awkward, insecure, inappropriate or particularly vulnerable. The outcomes of this reflection included my embracing of the concept of crystallization and the decision to use I poems

83 as a way of retaining the integrity of the participants’ voices, whilst framing the material more accessibly for the reader.

This concept of a body of data was also helpful in responding to one graduate interview, which felt contradictory, highly personal and rather chaotic. I felt the individual had self- disclosed in ways that left them potentially vulnerable (Liamputtong 2007:6) and which they had not been aware of at the time. Interviews capture the perspectives of

individuals in a moment of time and their priorities, professional roles, circumstances and feelings are fluid rather than static. It appeared in this case that the participant had used the interview as a pseudo-therapeutic or cathartic experience, something which was underlined by comments made towards the end of the transcript.40 _{The interviewee}

appeared confused, contradictory, conflictual and lacking in self-awareness.

The participant had not asked for a copy of the transcript at the time and demurred when offered this later. Due to my sense that they were vulnerable, I felt uncomfortable about using some of the data, even though it would have brought in some interesting and varying perspectives. However, I also did not want to shy away from the material because it felt more difficult. I was aware too of ambiguities in my own responses to the individual concerned which emerged even during the interview itself and are reflected in my research journal.

The issue of researcher-power was foregrounded here. Looking at my visual reflection, I was reminded particularly of 1 Corinthians 12:21-25.

The eye cannot say to the hand, ‘I have no need of you’, nor again the head to the feet, ‘I have no need of you.’ On the contrary, the members of the body that

40 _{I have intentionally chosen not to reference the transcript at this point to further protect the anonymity} of the individual concerned.

84 seem to be weaker are indispensable, and those members of the body that we think less honourable we clothe with greater, and our less respectable members are treated with greater respect, whereas our normal respectable members do not need this. But God has so arranged the body, giving the greater honour to the inferior member, that there may be no dissention within the body, but the members may have the same care for one another.

This transcript gives very different perspectives on student experience because many of the comments are dissonant with those of other participants. It helpfully foregrounds and values the complexity and ambiguity of student experience, so it was important to include some of these reflections, whilst recognizing their sometimes contradictory and conflictual nature. In the spirit of the passage cited above, I have sought to honour and value the data, recognizing it as ‘indispensable’ but treating it with respect – protecting without being patronizing or paternalistic. This has necessitated particular attentiveness to anonymising the material and eschewing the use of any quotations or references that would have hinted at the identity of the participant, however interesting and relevant some of this was.