The analysis of data was an ongoing process to avoid repetition, to remain focused and to have adequate time to process the large volumes of data gathered. In the process of data analysis, Merriam (2009) and Cresswell (2014) suggest that the researcher has to prevent his personal ideas, experiences and pre-conceived ideas from filtering into the study. The phenomenon should be allowed to manifest itself. Suspension of ideas helped the researcher from not imposing what he knew about circumcision, but to let the believers express themselves and their knowledge about the events. Data analysis required conversion of the notes into write-ups to fill missing links and gaps. Visual data was conveyed into small categories of information. Data was coded into different relevant themes of concern before analysis. Interpretation and analysis of the data was based on the allocated codes. The researcher maintained objectivity throughout the work by not recording what he anticipated or wished to see.
Interpretive analysis has several qualitative analytical traditions that are under its jurisdiction, for example grounded theory, phenomenology and thematic content analysis. According to Terre Blanche, et al. (2006), interpretive analytical traditions vary along a continuum from quasi-statistical styles to immersion or crystallisation styles. In quasi styles, predetermined categories and codes that are applied to the data in quantifiable ways to yield quantifiable indices are employed. Conversely, immersion or crystallisation styles entail that one has to thoroughly understand and familiarise oneself with the phenomena and reflect on it carefully. The interpretation that has to be written should be based on one’s intuitive grasp of the phenomena and not on any analytic techniques.
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Blache (2006) outlines steps to be followed in interpretive data analysis.
Step 1
Familiarisation and immersion
All the texts where data was recorded were read several times, to become familiarised with the data captured (immersion) and to understand the kind of interpretations which were most likely to be supported by the data.
Step 2
Inducing themes
Inducing themes means inferring general rules or classes from specific instances. It is also called the bottom-up approach because it starts with that which is presented to the inference of new rules. This is different from the top-down approach where one would use readily-made categories and find instances that suit these categories. It deals with the ‘whatness’ of the
‘thatness’, meaning, what is it that underlies the material.
Step 3 Coding
During the process of developing themes, data was also coded. This involved marking different sections as subsets of, or relevant to one or more of the themes. This involves breaking a body of data into small units and labelling them into meaningful parts to cluster the coded data under the code heading and analyse them as a cluster in relationship to other clusters.
Step 4 Elaboration
During the collection of material for interpretive purposes, one may encounter information that is said to be in linear or chronological order, where familiarisation, immersion, and inducing of themes would be necessary to break the chain so that events that are far apart are brought together.
104 Step 5
Interpretation and checking
This is the final stage when the researcher presents his interpretations in a written account of the phenomenon under study. At this stage, the researcher adjusts the interpretations, looking for over inflated interpretations, and moderates areas where the researcher made a big deal out of trivial issues and prejudices. The researcher at this stage reflects on his role in data collection and over the interpretations made.
Ethical Considerations
Research ethics points towards the interaction between the researcher and the people under study. Research ethics is meant to primarily protect the welfare of the research respondents. The following guidelines were adhered to;
The respondents’ rights were observed.
The respondents were informed of their right to participate or withdraw from the study at anytime without any repercussions.
The respondents were requested to read and sign a written informed consent if they agreed to participate. This document states the aims and objectives of the research and the respondent’s right to participate.
The researcher requested the permission of the respondents to be audio-taped and to allow the researcher to write notes during discussions and interviews.
The researcher assured the respondents that the research is confidential and no publication of names in any report will be done.
The research respondents were informed of their right to access the research report after the research was completed.
The researcher also informed the respondents that if the research has had any negative effect on them he would be prepared to refer them to a psychologist for assistance.
105 4.8 Summary
This chapter discussed the design and methodology of the research used in this study. It also explored into the tools for data gathering and showed how they were used. Qualitative data collection tools were discussed which comprised in-depth interviews and observation. The chapter also outlined the phenomenological and social scientific methods used in this research study. The next chapter focuses on the history of the Varemba people.
106 CHAPTER 5