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When we talk about ‘for what reason, cause or purpose’ clearly numerical answers do not suffice. The ‘why’, on the other hand, indicates that we require descriptive narrative answers instead. Why are the Pasifika students achieving at a higher level?

Why do the students think they are achieving better? Thus, qualitative research is the

appropriate choice.

Similar to the two paradigms within educational research, qualitative research is also divided into smaller divisions. However, the way in which qualitative research is ‘partitioned’ varies between research theorists (as can be seen in table 3.2 on the next page). Creswell (2008) suggests that qualitative research is divided into three types which are, in themselves, divided further, whereas Gay, et al. (2009) suggest qualitative research is constructed through a number of individual research designs. The most common types of qualitative research are case study, ethnography, action research, grounded theory and narrative (Basit, 2010; Creswell, 2009; Lodico et al., 2010; Punch, 2009).

As mentioned earlier, the woven basket signifies the use of bricolage or multi- method mode (Fraenkel et al., 2012; Kincholoe, 2005), allowing us to see data from different viewpoints. In light of this, the design within the qualitative paradigm will not be limited to only one ‘type’ of qualitative research. Instead several qualitative methods will be interwoven to create an appropriate research design for this research project given that Anae, et al. (2001) argues, Eurocentric or Palagi research designs are not always beneficial in Pasifika research. This innovative and multi-faceted research design will include aspects of a case study, narrative inquiry, teacher-as- researcher and grounded theory although the foundation of the project will lie in a case study.

Table 3. 2: Types of Qualitative Research

Author Types of Qualitative Research

Basit (2010) » Case study

» Ethnography » Action research » Life history » Narrative

Creswell (2008) » Grounded theory ▪ Systematic design ▪ Emerging design ▪ Constructivist design » Ethnographic ▪ Realist ethnography ▪ Critical ethnography ▪ Case study » Narrative ▪ Autobiographies ▪ Biographies ▪ Personal accounts ▪ Narrative interviews ▪ Oral histories ▪ Ethnobiographies

▪ Autoethnographies (et cetera)

Creswell (2009) » Narrative » Phenomenology » Ethnography » Case study » Grounded theory Gay, et al. (2009) » Case study

» Ethnography » Ethology » Ethnomethodology » Grounded theory » Phenomenology » Symbolic interaction » Historical research » Narrative » Interpretive research Lodico, et al. (2010) » Case study

» Ethnography » Phenomenology » Narrative

Punch (2009) » Case study

» Ethnography » Grounded theory » Action research

Case study

The choice of a case study is clear when considering its definition. In Stake’s (1995) book ‘The Art of Case Study Research’ he portrays the philosophy behind case studies:

For the most part, the cases of interest in education... are people and

programs. Each one is similar to other persons and programs in many ways and unique in many ways. We are interested in them for both their uniqueness and commonality. We seek to understand them. We would like to hear their stories. We may have reservations about some things the people... tell us, just as they will question some of the things we will tell about them. But we enter the scene with a sincere interest in learning how they function in their

ordinary pursuits and milieus and with a willingness to put aside many presumptions while we learn. (p. 1)

From the research question, ‘Why are Pacific Island students at one school in New

Zealand achieving at a substantially higher level than the national average’, we can

clearly see the focus of this research project is on people, namely Pasifika students. As such we are seeking to understand them; we would like to hear their stories about their experiences at this school. However case studies are not limited to this

description. Basit (2010, p. 19) states that a case study ‘provides a unique portrayal of real people in a real social situation by means of vivid accounts of events, feelings and perceptions’ while Lodico, et al. (2010) and Cohen, Manion and Morrison (2000) suggest that case studies generally focus on an individual, small groups, or individuals within a group and record, portray, and analyse their experiences within a specific setting. In this instance the focal ‘case’ is individuals within a group, as established through the question. We can also deduce from the question that this case in itself is of interest as this school seems to veer away from the typical pattern of Pasifika achievement. This type of case study is labelled an intrinsic case study (Creswell, 2008; Stake, 1995).

As mentioned previously, the case study design will form the foundation for this research project, however, interwoven into the case study design will be elements of narrative inquiry, action research and grounded theory.

Narrative inquiry

The narrative inquiry process is one that could add substantially to the quality of this research project. Creswell (2008), Gay, et al. (2009) and Lodico, et al. (2010) write that narrative research allows individuals to tell their stories and their experiences. The notion of stories is vital to understanding an individual’s experiences and situation. Connelly and Clandinin (2006, p. 477) claim a story ‘is a portal through which a person enters the world and by which his or her experience of the world is interpreted and made personally meaningful’. This explanation places huge

importance on stories as means of understanding Pasifika students’ experiences at the school in focus.

The choice to include aspects of a narrative research design is also directly related to the cultural nuances of this research project. As Anae, et al. (2001) suggests, the Pasifika culture has a oral communication style and according to McCaffery and McFall-McCaffery (2010) the term for this communication style is Talanoa (in both Tongan and Samoan) – talking, dialoguing and discussing in a culturally appropriate way. Therefore the notion of a methodology that incorporates verbal communication seems appropriate. In fact, McFall-McCaffery (2010) suggest the Talanoa process is a good example of methodology for Pasifika research. So where does the link

between Talanoa and narrative inquiry occur? Czarniawska (2004) argues that narration is in fact a common form of communication while Creswell (2008) states

that telling stories is a natural part of life. Thus using a narrative research methodology draws on cultural views as well as educational benefits.

The purpose of including teacher-as-researcher (Loughran, Hamilton, LaBoskey, & Russell, 2004; Mitchell, Weber, & O'Reilly-Scanlon, 2005) is emanated from the context of the research project.

Teacher-as-researcher

For an extended period during the research project I was on a teaching placement at the school in focus, which will enable me to be fully immersed into the school environment. This is where the ‘teacher-as-researcher’ aspect originates. Although Loughran et al. (2004) and Mitchell et al. (2005) suggest that carefully examining one’s own practice to develop deeper understandings of practice is referred to as ‘self-study’ in this research project I will refer to it as ‘teacher-as-researcher’. This is because the primary purpose of this research is not to study my own practice; it is simply another layer of the research methodology where I am the researcher while taking the role of the teacher.

With all of these methods combined – case study, narrative and ‘teacher as

researcher’ – this project will aim to provide a generalization for the unique situation of the school in focus. This concept is known as grounded theory (Basit, 2010; Bell, 2010; Burton et al., 2008; Creswell, 2008; Punch, 2009)

Towards a grounded theory

As there are limitations to the project, such as a time frame, consequently this means a full grounded theory cannot be developed within the time frame of this research project. Basit (2010), Burton, et al. (2008) and Creswell (2008) all claim that

grounded theory is a ‘process theory’ and thus it is understood that grounded theories are developed over several years. Therefore, as the length of this research project (which will be discussed later on) does not allow for a full grounded theory to be developed, this project will simply work towards a grounded theory. The rationale for working towards a grounded theory comes from the elements of grounded theory as expressed by Basit (2010, p. 188); ‘The significant features of grounded theory are that it emerges from the data, instead of the data collection being dictated by the theory’. Therefore this project will aim to let the data guide the direction of the theory rather than vice versa. This process was undertaken through ‘inductive coding’ (Ary et al., 2010; Basit, 2010; Fraenkel et al., 2012) and will be explored later in this chapter.

With all of these methods combined, this research project will not only produce a ‘sound and appropriate’ methodology (Anae et al., 2001), it will also take into consideration the cultural nuances (as mentioned beforehand).

Culturally appropriate methodology

To assist in making a culturally appropriate research methodology, advice has been sought from a wide range of literature that discusses Pasifika research. Anae, et al. (2001) write that:

‘Research proposals concerning Pacific peoples and education must go beyond assumptions which underpin Eurocentric Western structures, institutions, and knowledges, and develop research which reflects Pacific worldviews underpinned by Pacific values, belief systems, and ways of sharing knowledge’ (p. 13).

Anae (2010) adds that new theories of research must be developed to challenge existing theories and convey how culture fits in the larger picture of research praxis.

Thus, this research project aims to incorporate the ‘Pasifika Way’ (see Crocombe (1975)) in every way possible. This means incorporating Pasifika values (see diagram 3.2). Values such as respect, service and love are easy to incorporate in the data collection process (this will be explored later in the chapter). Reciprocity is a value that acts as an umbrella for this research process. It conveys a sense of ‘give and take’. The process of ‘giving and taking’ is suggested by Taufe’ulungaki (2000, as cited by Anae et al., 2001) to be a process where, among other things:

» The research increases the Pasifika peoples understanding of the issue » The research is educative in nature and practical in its usage

» The research is used to improve the lives of Pacific people.