Performing Identities in Urban Spaces; Kampala, Uganda - Royal ...

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difficult to measure. The employment of these divergent methods was beneficial as they produced outcomes that were unanticipated and directed the focus of our research. To gain an in-depth understanding of the ways in which identities are experienced, (re)constructed and performed, a qualitative methodology was favoured. Using a qualitative methodology is well suited to the research of lived experiences, as it allows one to locate the meanings which different people place on particular events and structures (Muhanguzi 2011:715). This research took a case study approach, analysing one particular school as examples, and makes no assumption of being statistically representative (Van Donge 2006:184). Participant observation Observing the everyday behaviour of pupils and staff at St Annes, students at Makerere and church attendants, allowed us to gain a deeper insight into the dynamics of their everyday experience. Observations were taken during lessons and lectures, at church services and events, and more generally around Kampala. Casual, informal conversations and observations were used to complement formal data collected. This also allowed us to see any discrepancies between what was said in interviews and real life experiences (Van Donge 2006:182). Quantitative Survey A preliminary survey was conducted with the aid of the St Anne’s Geography teacher, who also helped to explain the nature and purpose of the research to the students. The survey, completed by 99 students, was designed to give an initial insight into the attitudes of students towards schooling and their perceptions of gender differences, rather than to provide any significant quantitative data. As such, it is only briefly mentioned in the analysis. Interviews Interviews were semi-structured, allowing the participants to shape the direction of the conversation, whilst ensuring that key themes of the research were discussed (Kane 1995:165). 3
At St Annes, interviews were conducted in groups of two to four, which allowed students to feel at ease and comfortable answering questions. This meant that a greater number of discussions could be consolidated into a shorter space of time than would be needed for individual interviews. Interviews were predominantly conducted in singlesex groups, with two mixed groups to offer diversity. Group Interviews and Focus Groups Reinforcing interviews with focus groups indorsed greater depth and understanding; personal perspectives developed as participants were able to feed from one another, deliberate and consider new, alternative suppositions. The intense dialogue proved time efficient when collating data yet minimised interference from ourselves. Focus groups empowered participants to direct discussion whilst we observed interaction, thus facilitating comprehension on a spectrum of experiences within the social and geographical context. Life Histories Life histories were collected and recorded with six female students living in Kampala, including undergraduates, graduates and mature students from Makerere University. The aim of life histories is to give a voice to those stories and biographies that otherwise go untold and unheard (Perks and Thomson, 1998: 101). This qualitative technique allowed individual informants to narrate and give meaning to their unique experiences and provided us with rich material and transcriptions on the topic of the performance of identity. Sampling / Participant Selection Strike action at the University of Makerere and the resultant closure of the University meant that rather than applying a formal sampling strategy to gain access to a crosssection of the community, we instead used ‘snowball sampling’ (Kitchin and Tate 2000). In an unfamiliar culture and whilst discussing potentially sensitive issues we all considered this the most appropriate method to utilise. Initially our gatekeeper introduced us to participants through whom we were able to network and secure additional interviewees, and students who were interested in taking part in the life 4
Page 1 and 2: Summer 2011 FIELDWORK REPORT: PERFO
Page 3: Research Site The Ugandan capital c
Page 7 and 8: Key findings: The increasing focus
Page 9 and 10: to undergraduate and postgraduate s
Page 11 and 12: the ways in which staff and pupils
Page 13 and 14: The Experience of Home University a
Page 15 and 16: creates a cyclical problem as girls
Page 17 and 18: Fig 1: 16
Page 19 and 20: Fig 3: 18
Page 21 and 22: Fig 5: Limitations The method used
Page 23 and 24: Getting acquainted with our surroun
Page 25 and 26: One of us was almost mugged in the
Page 27 and 28: Kane, E. (1995)Seeing for Yourself:
Page 29: APPENDIX 1: 28

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