REFLEXIVITY AS A QUALITATIVE RESEARCHER

Reflexivity, in part, is an expression of the viewpoint that the researcher plays a unique and valuable role in the entire research process. It acknowledges that the researcher both shapes, and is shaped by the research (Silverman, 2010). Etherington (2004, p.19) describes reflexivity as the “ability to notice our responses and to use that knowledge to inform our actions, communications and understandings”. Self-awareness and awareness of the ethical and power issues related to the research along with transparency are essential in order to be reflexive, according to Etherington (2004). Therefore, reflexivity helps the researcher to step back and critically examine the transformation of the research because of ones’ own impact (King & Horrocks, 2010).

Furthermore, Braun and Clarke (2013) refer to reflexivity as a conscious and critical reflective process on the part of the researcher. This means that throughout the entire research process, the researcher must constantly be aware of his/her own role in the research. These authors further noted that researchers must be aware of their various ‘insider’ as well as their ‘outsider’ statuses during the process. They refer to the ‘insider’ position when the researcher shares some aspects of group identity with participants. For example, if a female researcher researches females she could be viewed as an insider researcher. The inverse is true where an ‘outsider’ positioning refers to a researcher not sharing some group identity with participants (for example, a heterosexual male researching bisexual women). However, Braun and Clarke (2013) mentioned that researchers are likely to have multiple ‘insider’ and ‘outsider’ positions.

In terms of my own ‘outsider’ and ‘insider’ status in this research process, I concur with Braun and Clarke’s (2013) stance that as a researcher one can have multiple ‘insider’ and ‘outsider’ positions. Firstly, I could embrace an ‘insider’ positioning because I share a very specific historical context with the participants in this research. We all can relate to the fact that the legacies of apartheid left us with deep- rooted scars and emotional injuries, and we are often perceived to be second-class members in society, even today.

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However, I have to note, not only do I identify as a coloured woman, but I am also much older than the participants. I therefore, have to acknowledge that the participants in this study, namely Black African male students’ racialised and gendered realities and experiences might be different from mine. Researching Black African male experiences might, therefore, position me as an ‘outsider’ in the research process. Furthermore, I was acutely aware of the power relations that may have existed between the participants and me because of the fact that I am not just an older coloured woman, but I am also a staff member at the institution.

Yet, because of my strong interpersonal skills as well as my interest in the experiences of others, I was able to establish trust and rapport with all the participants. I could, therefore, create a safe and non-threatening space where all the participants could share their personal opinions and perspectives.

Braun and Clarke’s (2013) ‘qualitative sensibility’ that refers to an orientation in terms of the research question, data collection and data analyses during the research process resonates with me. These authors brought my attention to certain skills or orientations that constitute a ‘qualitative sensibility’ and they include:

99 Figure 5.7. Skills for qualitative sensibility

During this research process, I applied these orientations that constitute a qualitative sensibility’ as described by Braun and Clarkes (2013). Firstly, I developed a conceptual understanding of qualitative research and meaning making, at the beginning of the research process. In terms of the data collection process, Braun and Clarke (2013) furthermore emphasises that qualitative researchers must be able to see and question the shared values and assumptions when engaging with the data they collected, in order for them to I identify their own assumptions and objectivity. I include as much as possible of the participants authentic “voices” as narrated and expressed in their own words, in this chapter. This furthermore coincides with the idea that qualitative researchers highlight meaning that

An interest in process and meaning.

A critical and questioning approach to life and knowledge.

The ability to reflect on and step outside your cultural membership to become a

cultural commentator.

The development of a double consciousness or an analytic ‘eye’ or ‘ear’.

Good interactional skills.

A Basic grasp of some methods of data collection and analysis.

The conceptual understanding of qualitative approaches.

An interest over and above and above cause and effect.

Will stand you in good stead in the ‘real- world’ as well as in qualitative research.

Help to get in-depth understanding and meaning making.

A warm and friendly manner that puts people at ease in order to establishment of good ‘rapport’ and trust.

That you are able to focus on both the content and possible analytic ideas within and this helps to produce richer data. That you can see and question the shared values and assumptions so that you can identify your own assumptions and put it aside.

You do not take things at face value and you don’t just accept things as they are and you ask questions.