Complex journeys and methodological responses to engaging in self-study in a rural comprehensive university
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Date
2014
Authors
Meyiwa, Thenjiwe
Chisanga, Theresa
Mokhele, Paul
Sotshangane, Nkosinathi
Makhanya, Sizakele
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Education, University of the Free State
Abstract
The context in which self-study research is conducted is sometimes complex, affecting
the manner in which related data is gathered and interpreted. This article comprises
collaboration between three students and two supervisors. It shares methodological
choices made by graduate students and supervisors of a rural university at which, selfstudy
research was introduced in 2010. As individuals, and as a collective, we reflect
on the reasons and decisions for adopting certain research approaches towards selfstudy:
the ways in which such decisions are negotiated in conceptualising, conducting,
transcribing, and supervising graduate research. While self-reflexive data-collection
approaches (mainly journal writing and storytelling) guide our research, the manner in
which data is analysed and presented to the wider university community is influenced
by expectations and by the context of the university. We, therefore, use innovative
approaches differing from self-study research, speaking more to the challenges and
expectations of a rural context. We further reflect on the implications such choices
have for our research and the work produced – where knowledge shifts are executed,
methodologies are re-defined and social change is desired.
Description
Keywords
Rural university, Self-study, Social transformation, Reflexive ubuntu
Citation
Meyiwa, T., Chisanga, T., Mokhele, P., Sotshangane, N., & Makhanya, S. (2014). Complex journeys and methodological responses to engaging in self-study in a rural comprehensive university. Perspectives in Education, 32(2), 102-116.