Categorizing and thematizing

After review and refinement of codes, codes which were addressing the same objective were clustered into one category. Codes like, different language groups; different age groups;

different gender, etc., were shaded with the same colour and clustered under “Elements of diversity”. On close scrutiny I realized that language, age and gender differences were part of elements of diversity in all centres; I then further clustered them as “Primary elements of diversity”.

There are codes that depicted domination of certain groups or individuals over others. These codes were clustered as “Domination”. More refinement emerged with the demarcation of the

“Domination” into two building blocks, that is, “Symptoms” and “Repercussions of domination”.

Codes that depicted various behaviors of learners with inferiority complex were identified and

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were clustered as “Inferiority complex”, which was further demarcated into “Causes of inferiority complex” and “Symptoms and repercussions of inferiority complex”.

The understanding of the role of adult education facilitators elicited more codes that were clustered into two divisions. One division was made up of codes that depicted adult education facilitators‟ response as causes of negativity and the other one was made up of codes that portrayed adult education facilitators‟ positive demeanor that avoided or minimized challenges of diversity. The cluster that reflected negativity of adult education facilitators resulted in three building blocks, that is, “Tendency of adult education facilitators of dodging challenges”; “Adult education facilitators‟ response to challenges” and “The demeanour of adult education facilitators that cause or exacerbate challenges of diversity”. The cluster that positively portrays adult education facilitators emerged with two sub-sections, which are, “Adult education facilitators‟ instant positive response/reaction to challenges in relation to diversity” and

“Capability of adult education facilitators to turn challenges of diversity into opportunities of development”.

Further scrutiny exposed the fact that all the challenges were expressed or committed by both learners and adult education facilitators through communication and language-use. All codes that implied communication and language-use by adult education facilitators were clustered, and those which implied communication and language-use by learners were clustered separately. As I was following an active research approach, participants‟ statements regarding lessons learned and new knowledge acquired were coded and clustered as “Participants‟

lessons and discovery during the interviews”.

3.7.2.1 Initial categorizing and thematizing

After grouping of different codes into clusters, I had to decide which clusters should be categories, which ones should be sub-categories and which categories should be clustered to form a theme. The cluster of “Elements of diversity” was identified as Theme no.1 because it was addressing research objective number one and it is one of the main components of the research topic. “Primary elements of diversity” was identified as Category no.1.

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Categories of domination and inferiority complex, with their sub-categories and the role of adult education facilitators were addressing objective no. 2, which is, to identify corresponding challenges that are caused by these elements of diversity. On further scrutiny I realized that the role of adult education facilitators was not only to handle challenges, it also has positive contribution. Therefore, I settled on utilizing the term “role of adult education facilitators” for objectives no. 3, 4 and 5 (see 1.3). Category no.2: “Domination”, with its sub-categories and Category no. 3: “Inferiority complex” with its sub-categories, was clustered under Theme no. 2, which is, “Recurrent challenges that were raised by participants.”

“Adult education facilitators‟ response as causes of negativity” was labeled Theme no.3 with

“The tendency of adult education facilitators of dodging challenges”; “Adult education facilitators‟ response to challenges” and “The demeanour of adult education facilitators that cause or exacerbate challenges of diversity” as Categories 4, 5 and 6, respectively.

“Communication and language-use” emerged immediately when challenges were analyzed;

therefore it was decided that it should be presented as Theme no.4 with “Communication and language use by adult education facilitators” and “Communication and language use by learners” as categories 7 and 8, respectively. “Adult education facilitators‟ positive demeanor that avoided or minimized challenges of diversity” was labeled Theme no.5. “Adult education facilitators‟ instant positive response/reaction to challenges in relation to diversity” and

“Capability of adult education facilitators to turn challenges of diversity into opportunities of development” emerged as categories 9 and 10, respectively. “Participants lessons and discovery during the interviews” was labeled as theme no. 6. Initial categorizing and thematizing resulted in ten categories, three sub-categories and six themes.

3.7.2.2 Refinement of categories and themes

I observed that there is no logic in having more categories than sub-categories, which are the building blocks of categories and themes. Categories and themes should emerge from clustering of sub-categories. McMillan and Schumacher (2006:36) argue that categories, patterns and codes are not imposed on data but, they emerge as inductive analysis proceeds.

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After the clustering of codes into categories, categories were clustered into themes. The objectives of the study served as a guide. I identified categories that addressed the same objective and clustered them as a theme. “Elements of diversity” remained as Theme no. 1.

“Primary elements of diversity” remained as category no.1. “Communication and language-use by facilitators” and “Communication and language-language-use by learners” surfaced as sub-categories 1.1 and 1.2, respectively, because they serve as motivation of addressing language as one of the primary elements of diversity. Category no.2: “Domination”, with its sub-categories 2.1: “symptoms” and 2.2. : “repercussions of domination”. And, Category no. 3:

“Inferiority complex” with its sub-categories 3.1: “causes of inferiority complex” and 3.2:

“symptoms and repercussions of inferiority complex” maintained their status under Theme no.

2, which is, “Recurrent challenges that were raised by participants.”

“The role of adult education facilitators” was labeled Theme no.3 because this research was investigating challenges that are experienced by adult education facilitators. The status of

“Adult education facilitators‟ response as causes of negativity” and “Adult education facilitators‟

positive demeanor that avoided or minimized challenges of diversity” was changed from themes to categories 4 and 5, respectively as building blocks for Theme no. 3. “The tendency of adult education facilitators of dodging challenges”; “Adult education facilitators‟ response to challenges” and “The demeanour of adult education facilitators that cause or exacerbate challenges of diversity” emerged as sub-categories 4.1, 4.2 and 4.3. “Adult education facilitators‟ instant positive response/reaction to challenges in relation to diversity” and

“Capability of adult education facilitators to turn challenges of diversity into opportunities of development” emerged as sub-categories 5, 1 and 5, 2. „„Participants lessons and discovery during the interviews” was labeled as a separate theme, which is theme no.4. The analysis resulted in four themes, five categories and eleven sub-categories. It has emerged, on conclusion of the analysis process that the key components of the research topic, which is, diversity, challenges of diversity and the role of adult education facilitators, have been dissected.

62 3.8 SUMMARY OF THE CHAPTER

Chapter three emphasized the fact that the research methodology that was chosen was determined by the aim and objectives of the study. A qualitative research approach was chosen. Phenomenological, ethnographic and conceptual analysis designs were employed. I explained that a purposeful sampling process was followed whereby four AET centres were sampled; four adult education facilitators in each of the four centres were selected.

A detailed explanation was given of how in-depth interviews, observation of adult education facilitation process and the follow-up interviews were carried out. I explained how the validity and credibility of data was enhanced through: rich thick description; prolonged and persistent field work; multimethod strategies; low inference description; participant language and verbatim accounts; member checking and participant review.

I outlined processes which I undertook to ensure the consideration of ethical issues. I received permission to conduct research from UNISA CEDU REC, GDE, Tshwane West district and the principal of Bethsaida AET centre which oversee the chosen four satellites. I conducted meetings with potential participating adult education facilitators, where all ethical issues were explained. On agreement, participants signed letters of consent. The same process was followed with learners who would be present during the observations of lesson presentations.

I concluded Chapter 3 by a detailed elucidation of the process that I followed in analysis and interpretation of data. I explained how the three phases of the splitting method of coding were followed, which resulted in four themes, five categories and eleven sub-categories. A detailed explanation was offered of how participants‟ statements were coded, how codes were clustered into categories and how categories were clustered into particular themes.

63 CHAPTER 4

ANALYSIS OF DATA COLLECTED THROUGH FIRST ROUND OF INTERVIEW SESSIONS