Interview Project Example3.docx
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Interview Project Example3.docx
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InterviewProjectExample3
PersonalExperiencesofPupilsinCatholicEducation
Examiningtherelationshipsbetweenreligiousschooling,faith,ethnicityandchoice
UnderstandingQualitativeResearch20XX
StudentNo.:
XXXXXXX
TableofContents
Introduction3
Literaturereview4
Methodologyandtheresearchprocess6
Analysis9
Reviewoftheresearchmethods14
Conclusion16
References17
ListofAppendices
Appendix1:
PlainLanguageStatement
Appendix2:
ConsentForm
Appendix3:
Interviewguide
Appendix4:
InterviewTranscript
Appendix5:
MyPersonalExperienceofBeingInterviewed
Appendix6:
EthicsForm
Introduction
CatholiceducationhasalonghistoryinScotland,beginningpriortoReformationandrevivingwiththestartofasubstantialIrishimmigrationinthenineteenthcentury(Conroy,2002).Today,itisstillapreferredchoiceofmanyCatholicparents(andincreasinglynon-Catholiconestoo),witharound90percentofCatholicchildrenattendingCatholicschools(DrJ.BradleyinMcKinney2007:
120).Faitheducationhowever,isthecentreofmuchheateddebateincontemporaryScotland.Thesedebatesusuallyfocusontherole,methodsandgeneralviabilityoftheseinstitutionsinatimewhensecularismisgainingpriorityabovereligion.
Thepurposeofthefollowingreportistopresentsomeofthecontemporarydebatesaroundthisissue,withaspecialfocusonindividualexperiencesofCatholiceducation.EventhoughthereisalargeamountoftheoreticalandphilosophicaldebateabouttheroleandimpactofCatholicschools,thereislittleifanyempiricalworkcarriedoutonthesubject.Furthermore,whenempiricalresearchmethodsareemployed,theseareusedtoexplore“expertopinion”(seeMcKinney,2007)ratherthantheviewoftherecipientsandbeneficiariesofCatholiceducation–i.e.thepupilsandtheirparents.Accordingly,thisgapcanbefilledbycollectingandanalysingnewempiricaldata.
Thepresentreportaimstoaddressthisgapbycollectingandanalysingprimarydataonthetopic.Duetoconstraintsinthetimeandotherresourcesavailable,theempiricalpartofthestudywasrestrictedtoasingleinterviewcarriedoutwithaformerCatholicschoolattendee,thusitisnotaimedatproducinggeneralizabledata.Moreimportantly,itarguesfortheinclusionofpersonalexperiencesandopinionsinthedebateonCatholiceducation.Additionally,thereportisgoingtoexplorethemethodofsemi-structuredinterviewingandexamineitssuitabilityforthepurposesofthisresearch.
Thestudyfocusesonthefollowingquestions:
∙WhataretheparentalreasonsbehindoptingforaCatholicschool?
∙Inwhatwaydoconsiderationsofreligionandethnicityrelatetothisdecision?
∙WhatimpactdoesCatholiceducationhaveonone’sreligiousandethnicidentity?
Literaturereview
TheliteraturearoundfaithschoolsandCatholicschoolsinparticularisveryvaried,althoughitgenerallyneglectsempiricismforthesakeoftheoreticalandphilosophicaldebates.SomeofthemostpopularissuesdiscussedaretheroleofCatholiceducationinthe21stcentury(McKinney,2007),thedivisivenessoffaitheducation(HalsteadandMcLaughlin,2005)andsectarianism(McKinney,2007).Althoughthereisnotagreatamountofliteraturedirectlyfocusedonthequestionsbeinginvestigatesbythisstudy,muchofthewiderliteraturecanberelatedtotheseissues.
AccordingtoPring(2005:
52),themostimportantfeatureoffaithschoolsisthattheyofferachoicefortheparents.ThreemainargumentssupportingtheexistenceofCatholicschoolsemergefromtheliterature,andtheseseemtoreflectthepossiblereasonsbehindtheparentalchoiceforCatholiceducation.
∙Thefirstone–andperhapsthemoststraightforwardone–isrelatedtoreligionitself.Mrs.F.Gilpin,HeadTeacheroftheNotreDameHighSchoolarguedthattheexistenceofCatholicschoolsisbasedonarelationshipbetweentheChurchandtheparentsandtheaimsofthetwoaresimilar:
theybothwant“theirchildreneducatedinaCatholicfaith”(McKinney2007:
142).McKinneyalsoarguesthatasmanyparentsstoppedpracticingbuttheystillhangontoCatholicbelievesand/orvalues,theymightfeelincapabletotransferthesevaluestotheirchildrenandturntoCatholicschoolsinstead.
∙ThesecondargumentemphasisestheeducationalvalueofCatholicschools.ThereisageneralviewofCatholicschoolsas“betterperforming”,oftenattributedtothespecial“ethos”oftheseschools.Thereis,however,veryweakempiricalevidencesupportingthisview(Pring,2005:
52-53).Nonetheless,astheproportionofnon-CatholicstudentsreceivingaCatholiceducationisonthegrowth,itisarguedthatCatholicschoolscaterforawiderneedofspiritualityanddisciple,valuesthatmanyconsidertobeabsentfromnon-denominationalschooling(McKinney,2007:
145).
∙Thethirdargumentrecognisesthecommunitybuildingcharacteroffaitheducation.McKinney(2007)alsopointsouthowtheformationandpromotionofaCatholiccommunityisseenasanintrinsicstrengthofCatholicschools.Hearguesthatthisisanimportantaspect,whichdrawsnotonlydevoutCatholicstowardschoosingCatholiceducationfortheirchildren,butalsothosewhoaresemi-detachedorevencompletelydetachedfromtheirreligion.ItisalsosuggestedthatinafamilywithaCatholicbackground,sendingthechildrentoaCatholicschool“isjustanautomaticresponsebecausethatisthethingtodo”.“(I)t’salmostlikeatribalthing,it’s,wewentthere,ourparentswentthere,ourgrandparentswentthere,andsothekidsaregoingtogotheretoo.”(ProfessorD.CarrinMcKinney,2007:
152).
ThisnotionstronglyrelatestotheideathatCatholicschoolsaresuccessfulincreatingandsupportingastrongreligiousandethnicidentity–assumingthattheIrishCatholiccommunitycanbeseenasanethniccommunity,sincetheyare“agroupwithacommonculturaltraditionandasenseofidentitywhichexistsasasubgroupofthelargersociety”(Bradley,p.189).
BradleystatesthatCatholiceducationis“oneofthelinchpinsofdistinctiveCatholicidentity”(p.168)andassuchisstronglysupportedbyCatholicparentsevenifthesearenotpracticingtheirreligion.Furthermore,healsopointsoutthat
“Thereisstillasenseofcommunityamongstthosepeopleandthatthecommunityarisesfromtheircommonorigins,commonculturalthinking,practicesetc.andsomeofthesethingswouldbesecularofcourse.”(McKinney2007:
149)
Finally,AnnettearguesthatCatholicschoolsaresuccessfulinrelatingtheirpupilstothisCatholiccommunitybyassistingthemindevelopingastrongsocialcapital(2005:
196-197).
Methodologyandtheresearchprocess
Asthereisnoexistingtheorydirectlyrelatingtotheresearchquestions,thestudyemploysaninductiveapproach–aimingtotakethefirststepstowardsthegenerationofnewtheory,basedonthefindingsoftheresearch(Bryman,2008:
11-13).However,existingtheoriesonconnectedissues–asdetailedintheliteraturereview–havebeenusedwhendefiningthefocusoftheempiricalwork.
Asthepurposeoftheresearchwastoexplorepersonalopinionsandexperiencesrelatingtotheissuesstudied,aqualitativeresearchmethodseemedappropriate.Malinowskiarguedthatthebestwaytograsppeople’spointofviewistotalktothem(RitchieandLewis,2003:
139).Forthedatacollectionmethodthesemi-structuredinterviewhasbeenchosen.Inthismethod“questionsarenormallyspecified,buttheinterviewerisfreertoprobebeyondtheanswers”(May,2001:
123).
AstheaimoftheresearchistoexploretheopinionsandexperiencesofthebeneficiariesoftheCatholiceducationalsystem,thepopulationtobestudiedconsistsofCatholicschoolattendeesandtheirparentsorlegalguardians.Theintervieweehadbeenidentifiedthroughpurposivesampling(RitchieandLewis,2003:
78-79).Duetotheethicalissuesinvolvedwithconductingresearchinaschoolsettingorwithchildren,ithasbeenseenasappropriatetorecruitformerCatholicschoolattendeesinsteadofthepupilscurrentlyattendingaCatholicinstitution.Inordertokeeptheresearchtimely,itwasalsoimportantthattheintervieweehaslefttheCatholicschoolrelativelyrecently,thusinterviewingacurrentundergraduateseemedareasonablechoice,evenmoresosinceaccesscouldbeachievedthroughtheUniversity.Takingtheseintoaccountitcanbesaidthattherewasanelementofconvenienceinvolvedinthesamplingprocess.
Asithasbeenpointedoutabove,timeconstraintsandotherfactorshaveonlyallowedforoneinterviewtobeconducted.Consecutively,theintervieweehasbeenaskedbothaboutherownopinionsandexperiences,andthoseofherparentsorwiderfamilywhenitwasappropriate.
Theinterviewitselfhasbeenconductedface-to-face.Thiswasconsideredappropriateinordertomaketheinterviewmorepersonalandallowfornon-verbalsignstobedetected.Fortheplaceoftheinterviewaquiet,closedlocationwaschoseninasemi-publicspaceontheUniversitycampus.Theuseofthislocation,seenasa“commonground”fortheinterviewerandtheinterviewee,providedasenseofsecurityandincreasedtheconfidenceforbothofthem.AsRitchieandLewis(2003)pointout,theroleoftheinterviewerstartsatthemomentwhentheresearchermeetstheparticipant.Accordingly,Ihavestartedofftheconversationwithgeneraltopics,notrelatedtothetopicoftheresearch,andonlyproceededtotheformalinterviewwhensomeleveloftrustappearedtobecreated.Ithinkthiswasparticularlyeasyinthissituation,sinceeventhoughIhaven’tknowntheintervieweebefore,oursharedexperienceofattendingthesameuniversityandsomeofthes
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