Algunas noticas sobre su vida 36 

Naturalistic or qualitative research has several features that make it compatible with the focus of this study .

A focus on process

Not merely concerned with the outcomes of peoples' actions, naturalistic research looks at the reasons they act as they do; that is, the processes that give rise to the actions (Patton, 1 990; Bogdan & Biklen, 1 992; Cresswell, 1 994). This study of the Special Character of two Catholic secondary schools requires a methodology that explores the concepts people have about the meaning and nature of Special Character; one that will shed light on the ways in which these concepts impact upon the life and activity of the school. By contrast, a quantitative approach to the research may provide information about the outcomes of such concepts, but is limited in its ability to assess the inner perceptions of ethos and culture that give rise to these outcomes. Quantitative research attempts to take a ' snapshot' of life at a specific point in the lives of the participants. It is not suited to research that has to take into account change and adaptation, that is, the dynamics of process. It is the judgement of this researcher that a quantitative approach alone would restrict the scope and depth of the study. Such an approach is likely to be limited in its ability to capture the nuances of meaning embodied in the term ' Special Character' , the ever-changing influences which impact upon it and its dynamic influence on the life of the culture.

A concern for meaning

Naturalistic research has the aim "of understanding experience as nearly as possible as

its participants feel it or live it" (Sherman & Webb, 1 995 : 7). Culture is the way that

people make meaning of their lives (Bodgan & Biklen, 1 992). It is the way that they

make sense of their world and how they respond to the issues, problems and challenges arising from their encounters with the lived reality of this world. ' Special Character' is the term used to describe the distinctiveness of the specific culture of a specific Catholic

context of each school. This study attempts to understand the meaning that members attribute to their experience of school culture.

The researcher as the 'primary instrument' of the inquiry

In naturalistic research, the background, experience, values and attitudes of the researcher are valid elements of the research process; the study is open to the 'personal voice' (Cresswell, 1 994) of the researcher as a means of providing detail and depth of

insight. Lincoln & Guba ( 1 985) refer to the 'tacit knowledge' of the researcher, acknowledging that as the human instrument of the inquiry, he/she inevitably brings to it intuitive, affective 'value patterns' (Lincoln & Guba, 1 985 :40). The background of this researcher and her involvement in Catholic education generally, therefore, make a potentially positive contribution to the research, although as _{will be outlined later in this}

chapter, they also presented her with some issues that needed to be addressed.

An interactive approach

As the researcher gains the confidence of the participants, and interacts with them in the context of their daily lives, he/she gains a privileged insight into the depth and nature of their culture. It requires an established trust between researcher and participant (Bodgan & Biklen, 1 992); skill in conversation and verbal exploration; and respect for the dignity of each participant. This is particularly relevant to this study with its focus on cultural phenomena that are grounded in sacred beliefs and the deepest human values. The need to develop and maintain a personal trust-based relationship with the members of the school cultures remained a constant imperative for this researcher.

Context-based research

In contrast with quantitative study, which seeks to generalise from a wide range of contexts, fieldwork is at the heart of qualitative research (Lincoln & Guba, 1 985; Patton, 1 990; Sherman & Webb, 1 995). Quantitative research tends to utilise the tools of statistical data collection. However, naturalistic research has an emphasis on an interactive co-operative relationship between the researcher and the participants of the study in their natural context. Its data collection tools are the human inquiry methods of interview, observation and document analysis (Patton, 1 990; Strauss & Corbin, 1 990; Bogdan & Biklen, 1 992; Hammersley & Atkinson, 1 995; Lofland & Lofland, 1 995). For example, a study of culture requires study of the physical environment, a study of

people interacting together in their normal duties and a study of their formal and informal relationships. Quantitative research could be adequately carried out at a distance from the participants. Questionnaires can be posted; documentation can be removed. However, knowledge about meaning and purpose can best be gained from observing and talking to the people involved, within their own context. A study of Special Character and culture, therefore, necessitates fieldwork since it requires the gathering of data available only at the site of the study.

Deep and detailed description

Naturalistic or qualitative research seeks data that will enable the researcher to write deep and detailed description of the people under study (Anderson, 1 990; Patton, 1 990;

Bodgan & Biklen, 1 992; Hammersley & Atkinson, 1 995). By contrast, quantitative

research focuses on gaining width of information from which to make conclusions that can then be generalised. This research seeks instead to 'paint a picture' of two Catholic secondary school cultures, so that knowledge and understanding can be gained from comparing and contrasting the perceptions of real people in real contexts. Its aim is to provide description that will enable the audience to gain insight into the lives of the participants.

An inductive process

Naturalistic inquiry uses an inductive process, rather than the deductive approach of quantitative research (Lincoln & Guba, 1 985; Strauss & Corbin, 1 990; Bodgan &

Biklen, 1 992; Cresswell, 1 994; Lofland & Lofland, 1 995). Data is collected without a fixed predetermined set of initial hypotheses.

One does not begin with a theory, then prove it. Rather, one begins with an area of study and what is relevant to that area is allowed to emerge (Strauss & Corbin,

1 990:23).

Concepts and ideas flow out of the data itself; it has an 'emergent design' (Lincoln & Guba, 1 985; Strauss & Corbin, 1 990; Delamont, 1 992). It is open-ended and fluid, involving multiple levels of data collection, study, reflection, hypothesising and testing. The meaning that people express in and through their experience of culture cannot easily be quantified; subtleties of perception cannot be predetermined. In research work with unique people and context, the empirical approach is limited by its deductive

requires the open-ended flexible approach of qualitative inquiry, in order to remain constantly open to a wide range of possible meanings.

In addition to the seven points discussed above, the choice of methodology for this inquiry has also been influenced by the fact that, within the New Zealand context, research into Catholic schools and their Special Character using a qualitative approach appears to be rare. As far as this researcher can ascertain, no doctoral research on the culture of New Zealand Catholic schools has been conducted within New Zealand. Previous research is predominantly quantitative in nature, utilising survey as its dominant data collection technique (Atkins, 1 984; McMenamin, 1 985 ;Walsh, 1 987). This inquiry, therefore, with its qualitative focus on the New Zealand Catholic secondary school, utilises a new approach that has the potential to open up new understandings and insights. Quantitative research in the past has provided some conclusions about the effectiveness of Catholic schools and valuable information on the ways in which Special Character is expressed. However, it does not provide 'thick description' (Geertz, 1 973) or insights into the dynamics of school culture and its influence on the lives of people.

Conclusion

As Catholic schools in New Zealand continue to confront some demanding issues in the face of the changing context that has been outlined in the previous chapter, there is a urgent need to evaluate the significance of Special Character for the Catholic secondary school system. Quantitative research may provide valuable statistical data about Catholic schools but there is a need also for an in-depth, holistic and inductive approach to such an inquiry; in other words, research carried out within the naturalistic qualitative paradigm.