RESEARCH ORIENTATION

For investigating of the relationship between learner centred education and how it can be enhanced through the Eco-Schools framework, I decided to draw on an interpretive case study orientation, because I was interested in understanding the issues involved, as described above. In most cases interpretive case study will use a qualitative approach. Terre-Blanche and Kelly (2002) define interpretive research as a method that describes and interprets people’s feelings and experiences in human terms rather than through quantification and measurement. Janse van Rensburg (2001: 16) describes an interpretive researcher as being “interested in the

meaning people make of the phenomena”. Therefore, this research is aimed at drawing on the knowledge, skills and experiences of people who have been part of the activities of Eco- Schools in the last few years since Eco-Schools has been implemented.

Applying an interpretive methodology in this study indicates that this research is based on contextual meaning making. I selected particular stakeholders who are involved in the Eco- Schools programme in different ways to inform the study.

As indicated by Janse van Rensburg (ibid.), interpretive research provides well-grounded and rich information in the context of a study. Terre-Blanche and Durrheim (1999) argue that interpretive research strives to make sense of feelings and subjective experiences and is sensitive to social situations by studying their natural settings. This orientation to research makes it possible to understand other people’s experiences by interacting with them using qualitative research methods, and through being on the school grounds (i.e. in the natural setting) as well as listening to what they have to say that is based on their personal experience (epistemology). Therefore, I recognised that their meanings are socially constructed and that meanings are always modified and interpreted according to one’s specific context (Cohen et al., 2000) in order to suit the particular environment.

Working with this research orientation allowed me to provide knowledge and experience that the stakeholders in Eco-Schools have developed over a short period of time from 2003 onwards, and their experience in terms of how they are able to interpret the concept and transform it into learning opportunities within the new policy environment described in Chapter 2. It also allowed me to recognise that not all people have the same level of academic understanding and level of knowledge for meaning making. In this research, respondents varied from rural teachers in the Namibian and South African context whose level of English and understanding of contemporary environmental issues needed to be considered in relation to more experienced Eco-School node coordinators in South Africa whose mother tongue is English, and who have wider knowledge of contemporary environmental issues.

In line with the theoretical framework of this particular study (see Chapter 2), it was important for me to utilize research processes that are grounded in democratic values and beliefs in order to provide space for research processes that allow learning and reflection to take place. The qualitative interpretive case study allowed me the space to consider diverse perspectives with an open orientation that is respectful of democratic principles.

The interpretive case study orientation allowed me to purposefully sample the number of schools involved in the research. The sampling was based on the schools that are involved in the Eco-Schools activities at the moment since a very small percentage of schools are

participating in the activities, particularly in Namibia. I therefore selected schools that had received green flag awards as recognition of being an implementing agency for the Eco- Schools programme in one district (Makana) in the South African context. In the Namibian context I selected schools that were involved in a pilot programme with the Support

Environmental Education in Namibia (SEEN) project.

An interpretive research framework recognizes that the researcher works directly with individuals and their interpretations of their practice so as to develop theory with them and from the perspectives and experiences they share (Cohen et al., 2000). Cohen et al. (ibid) suggest that theory should emerge from the data arising in particular situations rather than for these situations (Chapter 5). Based on this, I developed a set of analytical statements which explain how the Eco-Schools framework can enhance learner centred education (see Chapter 5) that are based on, and emerge from the data in this study as reported in Chapter 4.

This research design was oriented to develop a research document that would hopefully provide a sound argument that could be used to inform educational decisions and

environmental education in the Eco-Schools programme. My intention was also to make a case in which educationists could see the link between Eco-Schools and the learner centred education approach that is promoted in the educational transformation process. I also recognised that personal preferences, background and interests and various social and contextual factors, which are not fixed in time, often influence interpretation (Janse van Rensburg, 2001). Therefore consideration was given to the interpretation and analysis of the data when presenting my findings, which also took note of avoiding the possibility of imposing my own personal bias.