Appreciating • best of what is
3.8. Data Analysis
All of the data collected during the PAR was analysed by the participants individually, collectively and by myself. As all of the data was qualitative,consequently so was the analysis. I used Seidel‘s (1998) simple model as it complemented the critical and reflexive approach. It consists of three parts - noticing, collecting, and thinking about interesting things. Each of these is interlinked and cyclical. Therefore, while I was thinking about things I would notice further things and collect them... Each of the data analysis methods I used provided participants and actors with straightforward, user- friendly tools for making credible and valid judgments and provided consistent patterns that are meaningful and facilitate comparison. The data collection tools assisted participatory analysis of the data to identify emerging themes and priorities through critical reflection and prioritizing using a range of visual ranking activities. Following Seidel, I would thematically code things that the
116 participants and or I noticed. This fragmented the data and enabled me to reconstruct and sort it according to theme. This model is illustrated in Figure 3.4 below.
Figure 3.4 eidel‟s Qualitative Data Analysis Model
I combined this form of analysis with individual thematic coding, as critical analysis was a key aspect of the empowering process and the Global Social Learning I was investigating. These codes were either predetermined or emerged during the noticing phase of Seidel‘s model.
3.8.2. Ranking Analysis
I used three ranking tools to analyse relationships between data sets - preference ranking, pairwise ranking and diamond ranking. I chose each of them because of their ability to stimulate discussion around the critical reflections being analysed. Participants‘ perceptions were scrutinised and
Noticing
Collecting
Analysing
117 compared to explore and clarify value positions, feelings and thoughts regarding particular themes or ideas.
I used preference ranking (using different coloured sticky dots to signify importance, progress or deterioration (IISD, 1995)) with the photovoice activities, along with diamond ranking, so that the most significant assets or changes were identified. Participants decided on which elements to rank (such as three types of change) against criteria that they believed to be important, such as factors perceived to have led to the change. Scoring or ranking was done using sticky dots to provide a value for the items/ issues/ images being ranked.
I also used Pairwise Matrix Ranking (IIED1997) so that issues, concerns and changes were compared with each other to identify and analyse priority areas and themes. Every issue/ item is compared to every other according to a single criterion. The final ranking emerging is a simple tally of wins. Notes and information the participants or I recorded on flipchart sheets during focus group discussions were ranked and compared to every other item according to a single criterion. Results are visible throughout the activity and provide a way of ranking that do not cause embarrassment or resentment.
Diamond Ranking is traditionally recognised as a thinking skills tool (Rockett and Precival 2002) rather than a data analysis method. One of its strengths is that in ranking data, statements, images or items, there is a requirement to acknowledge the explicit overarching relationships by which knowledge is organised. Diamond ranking usually involves nine items/issues or images. Participants sort and rank them in a diamond formation, with the most important at the top and the least important at the bottom. See figure 3.5.
Figure 3.5 Diamond Ranking Template Most 1 2 2 3 Middle 3 3 4 4 Least 5 3.8.3. Thematic Analysis
Data gathered through the first cycle was analysed by EU project partners including myself. During the second and third cycles of change, data was analysed collectively by the participants and individually by me through thematic ranking against predetermined themes in the case of the appreciative inquiry and livelihoods analysis, and emerging themes resulting from the Global Social Learning. To understand the meanings and the intent within the themes it was important that the analysis was carried out with someone who had knowledge of the social, cultural, political and economic contexts. Focus group and semi-
119 structured interview texts were analysed to identify clusters of words or phrases with interrelated meanings from a range of different contexts. The comments and phrases served as cues for thematic grouping against predetermined themes such as the sustainable change outcomes and themes that emerged from the group discussions.
3.8.4. Critical Discourse Analysis
I also used critical discourse analysis to facilitate this process. In particular, I used this method to analyse the transcripts from the photovoice interviews. Furthermore, I also applied linguistic and semiotic analysis to the texts‘ visual images. Analysis of these ‗multimodal‘ texts (Kress & van Leeuwen 2000) enabled me to incorporate elements of ‗context‘ into the analysis, to understand the relationships between innovation and change in texts, and to identify processes of social change on a broader scale. These included change in social practices and collaboration and the relationships between institutions and organisations. Changes in the order of discourse were also an indicator of social change. For example, understanding the impact of global pressures and forces could be attributed to what Giddens (1990) referred to as ‗action at a distance‘ and the spatial ‗stretching‘ of relations of power. Critical discourse analysis enabled me to recognise wider processes of social change from changes in the discourse. Changes I looked for can be defined as cues. These included
Presuppositions – things taken for granted, or points with which therewas an assumption of agreement
Modal expressions – expressions that imply obligation, prohibition orpermission; words that presupposed, without specifying, certain values and signified change
120 The significance and frequency of each were tracked and analysed in relation to predefined themes and grouped to identify emerging themes. Discourses included representations of what was and what had been as well as imaginaries or desired future scenarios of how things should or could be.