Case Study Research (CSR)

The theoretical foundations, as well the ethical and practical considerations associated with this study, influenced my choice to conduct exploratory short-term case studies that followed the framework of Yin (2009) and Woodside (2010). As Yin explained, this approach is preferable when the focus is on a contemporary or complex social

phenomenon (Yin 2009:4), but where the researcher has little control over context or actual behavioural events (Yin 2009:11). It also allows for multiple methods and sources to be used in conjunction with a societal theoretical basis that aims to explore the perceptions of a phenomenon (Yin 2009:37).

However, it could be argued that CSR restricted the scope and nature of the data collected. Furthermore, this choice ignored alternative methodological approaches, such as those associated with quantitative methods or Action Research, which perhaps limited the impact that this research could have in schools. However, this project was an exploratory study into the field, therefore it was necessary to choose an approach that could not only help in this investigation, but also one that adequately responded to those known ethical and practical implications associated with this sensitive area of research. Once an understanding of the issues associated with investigating perceptions of terrorism have been uncovered, future research could be conducted using similar methods or the alternative approaches suggested.

The exploratory nature of my research arose from to the lack of available information on the topic. Previous studies (such as the UK Youth Parliament 2008 and Quartermaine 2010) demonstrated that young people in the UK were interested in discussing terrorism, but I was unable to find any detailed studies into their perceptions. According to Woodside, case study research can help achieve a deeper understanding of this type of knowledge because multiple sources can be used to help uncover the participant’s ideas (Woodside 2010:6). Furthermore, multi-method and multi-case studies are useful when long-term participation is impossible, because it provides more information on the perceptions under investigation (Woodside 2010:9). The increased volume of evidence

gathered by multiple case studies is often considered more compelling, thus increasing the robustness of the project (Herriott and Firestone 1983).

This approach has comparable theoretical sentiments to the Foucauldian ideas explored in Chapter 2. As Foucault suggested, language “is so complex a reality that we not only can, but should, approach it at different levels and with different methods” (Foucault 2002:xiii). Since language is crucial to discovering the perceptions of a phenomenon, its complexity should be acknowledged and reflected by the methods used to collect such data: something demonstrated by CSR. Indeed, using multiple methods can highlight different elements of perception, which is useful when there is limited information about a particular subject. Foucault also suggested studying individual aspects of perception, because each element is a sign or “a manifestation itself” (Foucault 2002:65), before comparing and contrasting the ideas to get a more complete picture of the total impression (Foucault 2002:59). Again, this theoretical idea is reflected by using multiple case studies: each case has its own nuances that needs to be acknowledged and recognised, but once these have been understood, some generalisations can be made about the information gathered, which in turn provides deeper insights into the perceptions of terrorism generally held by Warwickshire pupils.

However, CSR is a complex approach that can generate a large amount of data, therefore it is important to restrict the controllable parameters of the research before commencing fieldwork. For example, I conducted the research in a sample of schools from one UK county, Warwickshire, and requested a specific age group (13-15 year olds) from each school. Furthermore, the data selected for analysis was restricted to those interactions that particularly highlighted pupils’ views of terrorism connected to

religion. Although the ethical considerations meant that the research design incorporated a broader spectrum of discussion points, this thesis specifically focusses on the data relevant to the research questions. However, the other findings were not completely ignored because they provided deeper insights into each case study and any excluded information can be used for alternative papers on specific topics associated with this research.

Furthermore, these controllable parameters are limited in scope: the nature of conducting research in schools is complicated by the actual behavioural events that occur in each case study – by the specific environment, date, time and group in question (see Miles and Huberman 1994:25-7). As Macfarlene noted, even the explicit code of conduct used during such studies has limited applicability because “real” research involves human interactions and views: situations may arise that do not easily cohere to the code a researcher is following, in which case personal judgement may be required (Macfarlene 2009:3). As I experienced during my teaching career, even sessions with the same group of pupils can differ: every individual will have specific daily experiences that affect their disposition and the group as a whole has its own dynamics, which can be affected (positively or negatively) by a classroom visitor. Therefore, when working with pupils, additional planning or even altering the plans during the course of the research events, may be considered necessary. According to Woodside, achieving accuracy in these circumstances “requires applying methods that account for contingency and complex antecedent conditions” (Woodside 2010:398). However, even with this additional planning in place, the exploratory nature of this research meant that the research design could not be completed at the outset and required some revisions after the initial stage of study (Yin 2009:62).

These considerations and possible alterations to the research design affected the validity and generalizability of the CSR methodology (Nisbet and Watt 1984). Yin suggested overcoming these concerns by using four validity tests throughout a research project: construct validity; internal validity; external validity; and reliability (Yin 2009:40).13 _By employing certain tactics at different phases (such as multiple sources, pattern-matching and developing replicable procedures), the research demonstrated adherence to these tests and provided validity to the overall project. Woodside called this the “recipe” of the research design (Woodside 2010:398): using similar approaches and replicable methods allows researchers to achieve some degree of control over the research events, which in turn allows for generalizability between case studies. For example, in this study each group did the same survey, similar classroom activities and the semi- structured group discussions incorporated the same basic questions (Health Walker 2012:2, Snape and Spencer 2003:7 and Hartas 2010). Furthermore, my experience as a teacher gave me the added benefit of knowing my typical teaching style and responses to pupil inquiry or behaviour, therefore there was an additional layer of similarity between each case study due to my involvement within it. My research notes for each case study also incorporated rich descriptions and continuous reflections on the participant/researcher roles and interactions (Hitchcock and Hughes 2001:317).

However, the fact that I had been a teacher prior to conducting the research also formed

13 _{Construct Validity: the practical empirical and theoretical measures used to support my}

interpretations. For example, the relationship between the survey and group discussions used in this thesis.

Internal Validity: the estimated degree to which conclusions about causal relationships can be

made,based on the measures used (such as word tables), the research setting and the research design.

External Validity: the extent to which the results of the study are validly generalizable in other

studies. In this thesis, this could be the general process of knowledge formation and the discovered process of disclosure.

Reliability: the quality and repeatability of the research methods; for example the “recipe” used

part of power-knowledge processes involved within my methodology and research design: it affected my decisions both before, and during, the fieldwork events. Therefore, I decided to reflect on how my teaching knowledge affected the research process, which in turn helped explain those practical approaches used during data collection.