The post interviews process of immersion and coding:

Chapter 6 : Methodology

6.6 The post interviews process of immersion and coding:

Even when the interviews had finished, I involved participants in reading the coding themes that emerged from the data. The purpose was not to achieve ‘native’

configuration of the data but to avoid objectifying reading where participants should not feel that the researcher had ‘alienated’ the thematic context of their stories. So, while I presented the emergent findings in conferences, I shared the power-points with my participants. My discussion of the data in conferences, with my participants and reading the problem theory, again and again, led me to co-evolve the thematic scheme of my data. In this sense, the coding process can be considered “negotiated” and “theoretically guided” (Samuel, 2009; p. 13). Finally, this led me to choose Maxwell’s notion of theoretical coding that was based on coding data in its theoretical, theoretically substantive and theoretically descriptive categories on the problem. After transcribing the interviews, I looked for narratives (Maxwell, 2012), containing the theoretical categories of identity, agency and belonging as I had identified them from the literature. I then moved across “theoretical sub-categories categories” (identities & agency and

identities and belonging connections in data) to “theoretical descriptive categories” (types of narrative descriptions) to reach midway i.e ‘theoretically substantive’ thematic clusters (Maxwell and Miller, 2008). The theoretically substantive themes emerged by dialogically connecting emergent sub-thematic experiential details of the phenomena with the existing theoretical thematic literature on the misrecognition problem (see chapter 2 & 3). In this way, the interview data were analysed as discourse, searching for themes that could be theoretically related to the concept of misrecognition. Below are the ‘theoretically substantive’ themes which emerged from my data:

How have female participants read misrecognition (M) problem formulation?

• M1 Contesting self-segregated and divided selves

• M2 Contesting the framing of overdetermined and oppressed selves

• M3 Contesting the framing of passive, unrealistic, less abled and educationally less aspirational cultural consciousness

How have male participants read misrecognition (M) problem formulation?

• M1 Contesting the virulent selves • M2 Contesting effeminate masculinities

• M3 Contesting the framing of disloyal, monolithic and segregated masculinities

Misrecognition data categories common in both male and female data

• M4 Contesting structural and socio-economic inequalities • M5 Contesting media representations

(Mahmood, forthcoming)

Please see below the complete coding charts of female and male participants. Each set of interviews was separately coded, and the theoretical links I had identified at the start helped me to see the thematic connections across all four cases. This also allowed me to disseminate the individual case studies in synchronous thematic form. For example, thematic vignettes from the female case studies (Saima and Naila) are discussed together; similarly, tropes (themes) from male case studies (Majid and Raza) are discussed together (see chapters 7 & 8). After doing the main dissemination, their case studies were discussed in a theoretically synthesised form (Yin, 2009; p. 130) to contend and extend the dialogue of their case studies with the misrecognition phenomenon (see chapter 9).

Tables 6.5 Female life history case studies Data coding map Theoretical category Theoretical sub- categories Theoretical substantive categories (male data)

Naila Case study Combined average % coverage of substantive category all four interviews %

Naila case study Coding references

Saima case study Combined average coverage of substantive category all four interviews %

saima case study Coding references

Naila case study Descriptive theoretical categories Naila case study Descriptive coding no of references

Saima case study Descriptive theoretical categories Saima case study Descriptive coding no of references Misrecognition of Identities, agency & belonging Non-overlapping reference coverage and data coding %

Life history case Study total coding % all

Four interviews (Naila=65.52)

Life history case Study total coding % all Four interviews (Saima=65.07) References (Saima=48) (Naila=65) Identities & Belonging No of Coding references –inter- categorical or repeat theme reference overlapping included (Saima=23) (Naila=26) Self-segregated and divided selves 23.35% 20 18.51% 19 Counter narration performance against divided selves 12 Counter narration performance against divided selves 09 Interview sources 1st_,2nd_&3rd Interview Sources 1st ,2nd ,3rd &4th Counter narration performance against self-segregated consciousness 08 Counter narration performance against self- segregated consciousness

Discourse of structural equalities and socio- economic justice

12.66% 19 22.82% 13 Cultural racisms 01 colour, cultural and

ethno-religious disadvantage and racisms

07 Disadvantaged

communities and school 04

Racialized social class 06 Disadvantaged communities and schools

02 1st_,2nd_&3rd ₁st_,2nd, _{, 3rd&4th} _Xenophobia ₀₆

Institutional non-White un-privileges at workplace and in the job market

02 Racialised social class 04

Media representations and belonging

0.47% 02 4.76% 02 Villainous fetishization

of Muslims and Islam phobia

02 villainous fetishization of Muslims and Islamophobia

1st _&3rd _3rd _{Repudiation of ethno-}

religious contributions 01 Identities& Agency No of Coding references –inter- categorical or repeat theme reference overlapping included (Saima=29) (Naila=39) Discourse of passive, unrealistic, less abled and educationally less aspirational cultural consciousness 16.16% 18 15.18% 12 Counter narration performance against unrealistic educational aspirational selves 02 Configurational performance against less abled educational selves

1st_,2nd_&4th _{counter narrations}

against less abled educational selves

05 counter narrations performance against less aspirational family traditions and cultural consciousness

counter narrations performance against less aspirational family traditions and cultural consciousness

1st_,2nd,, _3rd&4th _{counter narrations}

performance against passive selves 05 counter narrations performance against passive selves 07 Discourse of oppressed and over-determined religious selves 12.35% 11 19.64% 12 Performance against oppressed selves 07 Performance against oppressed selves 06 2nd ,3rd &4th 1st ,3rd &4th performance against over-determined selves 04 performance against over-determined selves 06

Table 6.6 Male life history case study data coding map

Theoretical category Theoretical sub- categories Theoretical substantive categories (male data)

Majid Case study Combined average % coverage of substantive category all four interviews %

Majid case study Coding references

Raza case study Combined average coverage of substantive category all four interviews %

Raza case study Coding references

Majid case study Descriptive theoretical categories

Majid case study Descriptive coding no of references

Raza case study Descriptive theoretical

6.7 Epistemological rationale for analytical strategies and synthesis

In document A critical ethnographic study of misrecognition of identities, agency and belonging of British Pakistani Muslim teachers in their educational and social contexts (Page 144-148)