UNIVERSITY OF DURBAN-WESTVILLE

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3. 4. 5. 6. 7. 8. STORIES, NARRATIVES AND STORIED NARRATIVES 3.1.Storied narratives 3.2.Process of constructing a story 3.3 .Research stories REVIEW OF STORIES WRITTEN FROM EXPERIENCE DATA 4.1.Story presented in the respondent's voice to be used for future research 4.2. Researcher edits the transcript which is used for documentary purposes 4.3.Writing through the voice of others with little theoretical commentary 4.4. Writing through the voice of the participant from a particular theoretical position 4.5.Stories written with the researcher as narrator to illuminate the life and a particular theoretical position ISSUES IN WRITING A STORY TRUTH VALUE IN STORIES HOW I WROTE THE STORIES KEY ISSUES FROM THIS CHAPTER CHAPTER FIVE: ACADEMIC LIFE STORY OF DR ARMED BAWA From the earliest age I had this understanding that it was the knowledge business I was interested in. CHAPTER SIX: ACADEMIC LIFE STORY OF DR NOZIDELE MJOLI 107 IfI keep searching I willfind a place where I can use my talents CHAPTER SEVEN: ACADEMIC LIFE STORY OF DR PHUTI NGOEPE 139 I relate to my students not only as a physicist but as a person as well CHAPTER EIGHT: ACADEMIC LIFE STORY OF DR BOTLHALE TEMA 169 I like being an intellectual. It was a representation ofthe best I could be CHAPTER NINE: ACADEMIC LIFE STORY OF DR KHOTSO MOKHELE 198 My life was not a smooth plan that evolved over time. CHAPTER TEN: ACADEMIC LIFE STORY OF DR ROMILLA MAHARAJ 240 Success because ofa combination ofopportunity, support and self-determination 51 52 53 54 56 56 57 59 60 63 66 68 70 75 76
MOVEMENT THREE CHAPTER ELEVEN: FROM INDIVIDUAL ACCOUNTS INTERPRETATION GENERATING THEORY FROM STORIES I. INTRODUCTION 2. QUALITATIVE DATA ANALYSIS 2.I.Types of data analysis 2.1.1.Analytic induction 2.1.2. Grounded theory approach 2.1.3. Grounded theorising 2.1.4. Thick description in qualitative analysis 2.2. Explanations and causality using qualitative data analysis 3. CROSS - CASE ANALYSIS 3.I.Strategies for cross-case analysis 4. LIFE HISTORY DATA ANALYSIS 5. REVIEW OF LIFE HISTORY STUDIES WHICH GENERATE SOCIAL INTERPRETATION 5.I.Interpretation ofexperiences using both quantitative and qualitative techniques 5.2.Interpretation of experiences using qualitative techniques with the individual still present in the analysis 5.3.lnterpretation ofexperiences using qualitative techniques with the individual removed from the analysis 6. ISSUES IN THE ANALYSIS OF LIFE HISTORY DATA 7. HOW I DID THE CROSS-CASE ANALYSIS 8. rSSUES FROM THE ANALYSIS PROCESS 8.I.Participant on the shoulder 8.2.Relationship between researcher and participants in the analysis process 8.3 Tension between the particular and the abstract 8.4 Issue of;-epresentati·veness 9. KEY ISSUES FROM THIS CHAPTER TO SOCIAL 269 270 270 272 272 273 274 274 276 276 278 278 279 280 283 285 285 288 288 288 289 289 289
Page 1 and 2: UNIVERSITY OF DURBAN-WESTVILLE LIFE
Page 3 and 4: LIFE HISTORIES OF BLACK SOUTH AFRIC
Page 5: CHAPTER THREE: A LANDSCAPE TO LIFE
Page 9 and 10: FIGURES AND TABLES Figure 1: When a
Page 11 and 12: Dedication This work is dedicated t
Page 13 and 14: ACKNOWLEDGEMENTS Reaching the end o
Page 16 and 17: CHAPTER ONE LIFE HISTORIES OF BLACK
Page 18 and 19: a number of academically trained Eu
Page 20 and 21: North); Botlhale Tema (UNESCO-South
Page 22 and 23: 5. STRUCTURE OF THE THESIS I have n
Page 25 and 26: CHAPTER TWO THE EDUCATIONAL, POLITI
Page 27 and 28: prohibited inter-racial sport, wors
Page 29 and 30: These attempts to "remodel politica
Page 31 and 32: 1953 onwards. The conception was th
Page 33 and 34: Nkomo illustrates the effects ofthe
Page 35 and 36: enviroll..'I1ent and the Native com
Page 37 and 38: Badat (1999) provides a description
Page 39 and 40: education have portrayed the black
Page 41 and 42: CHAPTER THREE A LANDSCAPE TO LIFE H
Page 43 and 44: drawn out of the subject's own priv
Page 45 and 46: indicates "Major shifts [in methodo
Page 47 and 48: 6.1. Memories leading to theories I
Page 49 and 50: the construction of the memory of t
Page 51 and 52: How did I affect the research proce
Page 53 and 54: the story. In constructing the life
Page 55 and 56: Research using surveys uses items i
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teller and most life histories are
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In this study I accepted the storie
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distracted from the purpose of the
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complementary, are irreducible to o
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towards reconciliation, stories hav
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dimensionality of human expenences
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Polkinghorne's (1995) guidelines fo
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interviewees are written. The finis
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4.3. Writing through the voice of o
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In the sociological autobiography,
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sequence or chronology."(1993: 178)
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These stories then illuminate more
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1. What is the purpose of developin
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happening in the broader context at
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included large chunks of direct spe
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commented on what was said and atte
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CHAPTER FIVE ACADEMIC LIFE STORY OF
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academic trajectory is shaped by an
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standard 2) he was completely numer
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something important to do." When Ah
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the line. It was a bit awkward. But
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few books when they went to Durban.
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For the other half there were teach
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Undergraduate years: it was going t
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In addition to his medical studies
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(1977). "I was faced with Anatomy a
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fourth year modules of physics (i.e
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is an experimentalist) where he dir
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seeing their development." The impo
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never a time when I thought I would
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cannot see the overall change, but
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Life these days is hectic with this
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most of their lives. Nozi had very
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tended to know almost everybody wit
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in the area would go to that school
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"unravel mother nature's secrets".
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There were some lecturers who were
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In the third year, the zoology depa
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studying in the US and realizing th
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Notre Dame is a Catholic University
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could get a full loaf, why settle f
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went out, he was just very interest
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absorption spectra analysis and sho
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that at that time she was being rec
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There were no possibilities of tenu
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where I can finally be able to use
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that does not happen and something
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Her daughter, Tembeka, is now worki
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Beginning:father was always excited
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the University ofthe North (1997).
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"She had a stick - called it a Blac
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something that is final, you are no
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Phuti was a student who drew up his
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teachers. Phuti feels that the teac
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graduating with a BSc. degree and o
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esearch in the zoology department,
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At the end of the year he passed Pa
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UNIN Masters, but he answered "That
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Interferometer we had to devise a s
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the achievement and Phuti said matt
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in the UK. The reputation of the Ce
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experienced by women. Phuti relates
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CHAPTER EIGHT Academic Life Story o
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For me education was an expectation
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Further, her husband was the son of
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Bafokeng Preparatory School, handed
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impressed with the English teacher.
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Lecturers would come in and the sta
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liked it when my majors came togeth
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this success "you realise that it w
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Work again and another masters: att
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parasitology. They were the most co
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they did not know anything about us
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having it." Botlhale was very unhap
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salary; so even if the scholarship
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meetings she met with David Kramer
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feel 1 can be a little careless wit
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The life history interview lasted a
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Tubruq2 he was exposed to the top b
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The shebeen started off as a fonn o
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mother [laughter]. I again asked my
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cannot understand the recognition h
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township - in fact Khotso's mother
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should go to medical school. Were t
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found that mastery impressive. But
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were given talks about politics, Bl
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Khotso was excited and just wanted
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three best students in his class; t
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were given the same kind of respons
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ut his Black Consciousness politics
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of two young teachers at Goronyane
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Sometime during his final year, Kho
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convinced that it was his own indiv
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time and many students wanted to do
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I asked Khotso to describe his rese
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Biochemistry and the Principal of t
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mornmg to start experiments and run
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international job III SCIence, scie
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When I completed writing the story,
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Being too young Romilla does not re
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It is difficult to categorise Romil
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concept he would spend an entire le
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The third level of adjustment that
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work, nor did I even leave the labo
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my personal experiences. I had been
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into his department and that "I wou
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In the department there was a team
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containing a plasmid with a differe
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last for about a year, because I ha
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experience of post-doctoral work co
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majority of the black students are
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presentation of what they were doin
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CHAPTER ELEVEN FROM INDIVIDUAL ACCO
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Polkinghorne (1995) describes the f
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tested in the field. Links with oth
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classical notions of causality prop
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to comparative analysis of a (usual
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l. Interpretation of experiences us
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According to these narratives, the
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Singling out women in the first gro
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are presented in the thesis) for pa
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The next step was to examme how the
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CHAPTEH. TWELVE GAINING A DOCTORATE
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few blacks would have gained a seco
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when she fell pregnant in high scho
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Mothers saw a profession for their
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during this period, race politics w
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During the 1970's the business sect
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emembered being told, in a superior
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teaching and students generally und
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2.2.2. University The university se
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the students would fail and that bl
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who saw potential in individuals an
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environment. Six years later he att
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(they did not judge the comments or
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access to university. Some particip
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Educational aspiration and expectat
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not remove them from the academic p
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3.5. Deferred gratification Gaining
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at an overseas university was a ver
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CHAPTER THIRTEEN End of the journey
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discourse structure. 1came across t
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process itself, i.e. what did you d
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During the interview process I was
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together the events of their academ
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when I had suggested that his decis
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REFERENCES Abbott A (1992) What do
Page 363 and 364:
Connelly F M & Clandinin D J (1990)
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Huberman A M & Miles M B (1998) Dat
Page 367 and 368:
Nkomo M (1981) The Contradictions o
Page 369 and 370:
Qunta C (1987) Women in Southern Af
Page 371:
'-' Thompson P (1994) Tony Parker -
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Prof John Volmink Vice-Principal Un
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1.5. RELIGION Were your parents mem
Page 378 and 379:
Did you have a particular career -c
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LENGTH AND PLACE OF INTERVIEWS APPE
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UNIVERSITY OF DURBAN-WESTVILLE

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