Data management

Collection of data and storing it in an easy to retrieve manner is an important aspect of the entire process of data management (Huberman & Miles, 1994). With this in mind I decided to work with O’Leary’s (2004) ideas for data management and reflexive analysis. Reflexive analysis, according to O’Leary (ibid.) involves staying as close as possible to data from the initial collection, right through to drawing conclusions. Also of significance was the idea of “keeping a sense of the overall project”, as the study progresses (O’Leary, 2004: 185). In practice I made sure that data generated from all the three phases was systematically organised, indexed, and processed (if interviews, transcribed, if video clips, edited) and made readily available for referencing back to when the need arose (see Table 5 below). Careful indexing of data makes it easy to reference back to sources of evidence (Davies, 2007).

Data generated in this study was stored in the form of an electronic research journal.

In addition all interview transcripts and photographs were printed and hard copies filed. Copies of documents reviewed were also added into the research file. All video clips were edited and copied onto a flash drive. Systematic grouping of like data sources and indexing was done (see Table 5). Screening of data, to see which ones are more usable or useful, was also done. Data considered less valuable was not discarded but archived separately as I realised that during the course of this study I might need to go back to it. The entire process of data management and analysis was very demanding and again provided for an opportunity for a lot of learning. Having a comprehensive plan for managing data proved very useful, as it allowed me to easily access and retrieve data as and when it was needed (Davies, 2007).

In total the data collection protocol involved, 27 documents analysed (see Table 3 in this chapter), three focus group interviews, nine field observations, four one-day modelling workshops, 12 in-depth interviews. Table 5 below summarises the entire data corpus of the study.

Table 5: Summary of data collected and processed

PHASE ONE Data collection

technique Policy and Legislation index

Document analysis

White Paper on Arts and Culture of 1996 [1998](SA) #DocWP National Heritage Resources Act no. 25 of 1999 (SA) #Doc NHRA State of the Nation Address of 2012 (SA) #DocSNA National Monument Council Act no. 28 of 1969 (SA) #DocNMC National Cultural Policy of 2004 (Zimbabwe) #DocNCP National Museums and Monument Act of 1972 (Zimbabwe) #DocNMMA

National Art Council Act (Zimbabwe) #DocNACZ

National Policy on Culture of 2001 (Botswana) #DocNPC Monuments and Relic Act of 1970 (Botswana) #DocMRA

Vision 2016 Policy document (Botswana) #DocV2016

Legal framework for the protection of Immovable tangible

heritage (2002) (Regional Policy Document) #DocLFPIM World Heritage Convention of 1972 (International Policy) #DocWHC International Convention for the safe guarding of intangible

Cultural heritage of 2003 (International Policy) #DocICSIC

Year Books 2008/ 2010 (SA) #DocYRBK

Africa 2009 Thematic Report on Legal framework for managing

intangible heritage #DocAfrica2009

World Bank report on Cultural Heritage and Economic

Development in Africa #DocWBreport

Heritage management and education

The CenTRE concept document of 2010 (SA) #DocCenTRE Living heritage Chapter: Guidelines and Principles for

management of intangible heritage of 2008 (SA) #DocGPML The Archaeological Heritage of Zimbabwe: Master plan for

Resource conservation and Development of 1994 (Zimbabwe) #DocZMP Curriculum and Assessment Policy Statements (Social Sciences

intermediate phase) (SA) #DocCAPS

Heritage Outcome Grade 10 (SA) #DocHO

New Illustrated History [Text book for St VI] (by Van

Jaarsveld, FA (1969) #DocHbk 1

Enjoying History [Text book for Grade 5/St 3] by J. Stakes) #DocHbk 2 Albany Museum Education Programme booklet (SA) #DocAM SAHRA heritage object flyer [undated] (SA) #DocSAHRA South African Association of History Educators (SA) #DocSASHT Great Zimbabwe Monument; Education Department flyer of

1989 (Zimbabwe) #DocGZflyer

Adopt a Site Annual Report (Great Zimbabwe) #DocAdoptGZ Great Zimbabwe Education Department Annual Report of 2009

(Zimbabwe) #DocGZ report

Great Zimbabwe Monument Travellers’ Guide of 2010

(Zimbabwe) #DocTGGZ

Revised History Syllabus for Junior Secondary level (Botswana) #DocHS/Bot

Historical building in Botswana of 2003 [an educational

booklet] (Botswana) #DocSNBK 1

Handbook of Botswana (2007) #DocHbkSN

Traditional Kgotla booklet of 1997 [an educational booklet]

(Botswana) #DocSNBK 2

Uncovering Botswana Past of 2002 [an educational booklet]

(Botswana) #DocSNBK 3

Heritage Botswana: NMMAG Journal #DocNMMAG

Newspaper articles:

1) Clash of commerce and culture (Mail & Guardian, SA) 2) Muni considers legal action against Heritage resources (Groccotts, SA)

3) Mainstreaming heritage, “the meaning of heritage” (Mail &

Guardian, SA)

4) Parks fight museums over control of Vic Falls (The Herald, Zimbabwe)

Focus group interview with Gauteng PHRA #FgI 1 Focus group interview with Mpumalanga PHRA #FgI 2

Focus group with Free State PHRA #FgI 3

Focus group with Northern Cape PHRA #FgI 4

Focus group with Eastern Cape PHRA #FgI 5

Focus group with District Education Official (Kwekwe,

Zimbabwe) #FgI 6

Focus group interview with heritage officers at Supa Ngwao

Museum ( Francis Town, Botswana) #FgI 7

Field Observations Field Observation at Great Zimbabwe monument #FoGZ

Field Observation at Supa Ngwao Museum #FoSN

Field Observation at the Albany Museum #FoAM

PHASE TWO

Interview with Senior Heritage officer (Great Zimbabwe) #NM Interview with educator at Camelot School (Zimbabwe) #NYA Interview with educator in charge of Culture hut concept

(Ruvimbo School, Zimbabwe) #TK

Interview with elder at Karanga Cultural Village (Zimbabwe) #SJ Interview with Head of Dambudzo School (Zimbabwe) #GOB Interview with Senior Education officer at the Albany Museum

(SA) #AM

Interview with Subject Specialist (History) (SA) #NJ Interview with Cultural Officer (Mapungubwe National Parks,

SA) #PM

Interview with Curator at the Albany History Museum (SA) #PZ Interview with education officer at Supa Ngwao Museum

(Botswana) #NGWAO

Interview with Coordinator of Mukani Campaign project

(Botswana) #REV

The next section (4.5) provides information concerning how data, as presented in Table 5 above, was analysed. It also helps the reader to identify chapters in which different levels of critical discourses analysis were used.