josephine v saliba edd assignment 6

8/4/2019 Josephine v Saliba EdD Assignment 6

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Doctor of Education EdD Programme ER6 Research Design and Management

Literacy and Language: A Critical Analysis of PolicyIdeology underlying the Wording of the Competences andLearning Outcomes adopted for Foundation LevelLiteracy Programmes at MCAST Vocational College, Malta

Perhaps it would be simpler if you just did what you're told anddidn't try to understand things."

Terry Pratchett, Sourcery (1988, online)

1. Researching a Lived Experience

At the conclusion of the first part of the EdD experience, despite the anxiety

of the looming actual research, it is reassuring that my 'philosophical

endeavour' thus far indicates an established reflective 'partly personalized

social practice' approach which attempts to challenge traditional approaches

to practice and research (Wellington et al, 2005:112-113). Admittedly, the

proposed research title retains a nodding acknowledgment to established

wording valued by certain professional traditionalists but the choice was

considered.

The title attempts to focus on crisscrossing issues of whether literacy should

be 'taught' or 'supported', a recurrent professional dilemma weighted by

traditional versus social practice ideological ramifications. The research will

attempt to critically unpack those words and associated meanings that

dominate my work. Hence, the terms 'literacy', 'policy', 'ideology',

'competences' and 'learning outcomes' will be analysed within the context of

my lived experience teaching/supporting English language literacy skills

to/of bilingual/multilingual students attending the sole non-compulsory

national vocational college of an ex-colonial small nation state with European

aspirations of standardisation aiming towards further economic development

through increased employability and competitiveness. Or, in other words,

Josephine V. Saliba Page 1


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this research proposes 'to make sense of the human condition' (Wellington et

al 2005:112) within my professional context.

Understanding the local context provides the background scenario within

which these concepts operate, embodied by abstract words that arevariously interpreted at the different local

educational and organisational strata. People 'respond to, and talk about,

apparently similar things in different ways' (Wellington et al:ibid) leading to

diverse interpretations of the same policy existing within situated

Discourses/discourses (Gee, 1990). Previous EdD papers as well as my MSc

dissertation (2009, unpublished) have discussed how Discourses of Power,

Truth and Identity (Foucault, 1995; Fairclough, 1992, 1995, 2001) emergethroughout and further interact within these situated meanings, with people

assigning significance and value to these abstract concepts, translating

personal ideologies into the concrete words of educational policies.

As previously discussed, MCAST is seemingly adopting 'policy technologies'

where a 'one-size-fits-all' model aims at the 'transformation' and

'modernisation' of vocational education, mainly through traditional models of

educational management intended to organise human skills and resourcesinto 'functioning systems' (Ball, 2010:41-43). It emphasises the provision of

'educational training programmes' preparing students for the world of

employment, entrepreneurship, market forces, management and

performativity (Ball, 2010:45-53). In so doing, it follows a 'policy epidemic' of

adopted, possibly adapted, EU policies leading to an 'unstoppable flood of

closely interrelated reform ideas' that are 'permeating and reorientating' our

education system despite our 'diverse social and political' location (ibid:39).

In a globalised world Malta is inevitably influenced by dominant countries

creating a 'social imaginary' (Ball, 2010:194) that suggests how things ought

to be. Consequently local policies 'direct or steer practice towards a

particular normative state of affairs' (Rizvi and Lingard, 2010:8). The

proposed research is thus concerned with the 'policy ensemble' of



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intertextual education policy discourses that are created by and result in

policy texts and documents (Ball, 2010) concerning vocational education,

specifically at MCAST Foundation Levels.

The proposed research does not aim at analysing traditional 'high theory'conventional policy sciences use to address 'the needs of the state, helping it

develop its priorities and programmes and determine ways of ensuring their

efficiency and effectiveness' (Rizvi and Lingard, 2010:1). Rather, influenced

by my life experience, the research intends to

investigate the interconnectivity of discourses at various policy stages,

especially towards the bottom of the policy chain. Maltese small nation state

ambitions of modernity are creating frantic political changes that haveglocalised general society (Robertson, 1995) and formed new cultural

identities and self-expression (Giddens, 1996). People are adapting to

globalisation in their everyday life, how they talk about themselves and

engage with others and how they experience changes in their consciousness

and attitudes (Giddens, 1991; Ball, 2010). Thus, rapid changes in ideas,

identities and literacies are not always parallel to conservative facades

projected by national institutions.

People are faced with several dilemmas that modernity imposes on identity;

unification versus fragmentation, powerlessness versus appropriation,

authority versus uncertainty, and personalised versus commodified

experience (Giddens, 1991:189-201). My own perceptions as a female

citizen have formed an inclination towards social minority groupings and an

interest in Freire's work (1996) and challenging critical theory, feminism,

post-structuralism and post-colonialism theories (Rizvi and Lingard, 2010:2).

Such theory has reshaped policies and how they are 'forged, implemented

and evaluated' (Rizvi and Lingard, 2010:2). Since policy is about change

processes, new approaches to education policy analysis are necessary

(Rizvi and Lingard, 2010:2-5).



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This research thus proposes to inductively analyse specific College

programmes based on particular education policies representing values and

ideologies 'whose authority is allocated at the intersection of global, national

and local processes' (ibid:3). It proposes to explore the local in what is

institutionally a non-traditional way and consequently challenge 'overly

abstract, experience-distant approaches () and the notion of a world ()

that is separated from personal experience (Wellington et al 2005:116).

Often, higher national and international authorities set policies 'in a range of

complicated, complex, commensurate and contradictory ways' (Rizvi and

Lingard, 2010:3). Ambitiously, the study aspires to identify possible policy

interactions and interpretations influencing MCAST staff and students. This

paper hence describes my intended personally based approach, analysing

the local vocational educational context in which the individual is exalted

within a system that also seeks to standardise learning and teaching

experiences according to international policies for the benefit of the nation.

"The trouble with having an open mind, of course, is that people will

insist on coming along and trying to put things in it."

Terry Pratchett, Diggers (1990, online)

2. The Context for Research

Previous assignments have explored how socio-economic changes are

influencing the Maltese education system, creating a 'discourse of endings

() signaling the end of one epoch and the beginning of another' (Ball,

2010:193). One of the highest benchmarks of modernity is achieving a much

desired 'knowledge economy' where lifelong learning opportunities together

with international and technological education create 'evolved' concepts of

citizenship and employment (Ball, 2010). Consequently, particular MCAST

vocational policies are geared towards creating this 'learning society'

although it is 'sometimes difficult to know which voices count most, or where

or how key decisions are arrived at' (ibid:201). National and international



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wide a catchment as possible whilst embodying transparency and

accountability mechanisms that 'builds trust among all stakeholders' (MQC,

2007a:5). The NQF hence is rooted in 'the political, economic, cultural and

social priorities of a Nation which since 2004, has been part of the European

Union' (MQC, 2009:8) and puts 'the learner, not the Frameworks () at the

centre of Maltas referencing process' (ibid).

The NQF, as any Westernised education system, has the potential to aid

'knowledgeable individuals who are able to think rationally, the formation of

sustainable community, and the realization of economic goals benefiting

both individuals and their communities' (Rizvi and Lingard, 2010:71).

However, such laudable goals are ideologically weighted primarily bywhether education should transmit values for the moral, social, political and

economic good of the one or the many (Giddens, 1991). Policies are the

vehicles through which these intrinsic values may be identified and the links

between international, national and local processes delineated (Rizvi and

Lingard, 2010). Not all policies have questionable, subjugating hidden

agendas nor are specific Maltese education policies wholly detrimental or

beneficial to individuals. Critical policy analysis does not berate specific

policies for their particular value positions but explores the interactivity and

intertextual negotiations between values and their effects (Ball, 2010; Rizvi

and Lingard, 2010).

NQF policies propose a Europeanised Vocational Educational Training (VET)

framework that 'on being culturally absorbed at a national level, is bound to

lead to an increase in lifelong learning opportunities'

(MQC, 2007b:1). It also creates 'parity of esteem between local

General Education Levels 1-3 qualifications and the corresponding Full VET

Levels 1-3 qualifications' (MQC, 2007b:1) to address the 'void' that

compulsory school-leaving students face if leaving without the 'basic grade'

(ibid). Yet queries arise, namely, how will the 'Europeanised' framework be

nationally absorbed and whether proposed VET programmes are another



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facet of General Education reforming 'deviant' students through

standardisation. If so, authorities would be transmitting the knowledge, skills

and competence valued by the dominant value system they represent

(Street, 1984). The NQF and MCAST programmes may thus be reinforcing

autonomous models of literacy seeking to rectify 'at risk', 'illiterate',

'deficient' or 'failed' students because of their problems in traditional and

dominant literacy acquisition (Barton, 2007; Street and Lefstein, 2007;

Larson and Marsh, 2009).

Students with few or no General Education qualifications enter MCAST Level

1 or 2 strands and must successfully progress through to be eligible for a

Level 3 programme, unless they otherwise obtain the necessary formalGeneral Education qualifications. The NQF Learning Outcomes aim to

facilitate this progression by providing 'partial training and certification at

any of the three levels' thus ensuring learners may use their 'entrepreneurial

skills and shop around to fill the missing bits to complete a full certification at

a particular VET level' (MQC, 2007b:1). However, it is unclear whether

students with traditional literacy and education difficulties will be able to

handle the proposed system, this 'vision of the future that beckons in the

molding of a learning society in our Island home' (MQC, 2007b:1).

Notwithstanding these interrogatives, VET Levels 1 to 3 do not intend to

'restrict any form of training that is in place, when its aim is actually that

vocational training and education should proliferate and flourish' (MQC,

2007b:1). Thus, although MQC accreditation is necessary, MCAST may still

devise its national programmes such as Foundation Levels 1 and 2. These

lead to autonomous national certification whereas Level 3 programmes entail

British BTEC curricula, syllabi and assessment modes. Hence, Levels 1 and 2

programmes should offer instances of policies being

influenced by glocalisation processes, or at least be

addressing students' contextualised needs. Consequently, eventual research

intends to critically analyse MCAST Levels 1



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and 2 Foundation Programme policies, addressing the queries discussed in

this proposal.

"Them as can do has to do for them as can't. And someone has to

speak up for them as has no voices."

Terry Pratchett, The Wee Free Men (2003, online)

3. The Research Focus and Questions

Adopting the NQF, the policies and learning outcomes of MCAST Foundation

Programmes are meant to be accessible even by school-leavers with minimal

or no qualifications. The NQF/MCAST Level Descriptors and Learning

Outcomes for Key Knowledge, Competences and Skills for Level 1 and 2

programmes consist of ' strands at the appropriate level of difficulty' leading

to 'the mastery of underpinning knowledge and practical skills in the

particular vocational field being certified, together with the acquisition of the

eight key competences' (MQC, 2007b:1): Communication in Mother

Tongue; Communication in another Language; Basic competences in

Mathematics, Science and Technology; Digital competence;

Learning To Learn; Interpersonal and Civic Competences;

Entrepreneurship; Cultural expression (ibid:3). The

MQC defines the first five key competences as content based and the

remaining competences as transversal competences

The Level Descriptors for Key Competences were based on the document

'Towards a European Qualifications Framework for Lifelong Learning' of 2005

(MQC, 2007b:3) where the key competences 'are defined as a combination of

knowledge, skills and attitudes appropriate to the context and which every

individual needs for personal fulfilment and development, active citizenship,

social inclusion and employment' (ibid). This ensures 'a skilled and

competent workforce as well as more active citizens in Malta' able to 'work



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and have an acceptable standard of quality of life within a European

knowledge society. ' (ibid:8, 9). Undoubtedly, these value-rich assertions

need to be unpacked. Since citizenship and identity issues in Malta are

inextricably linked to literacy and language standardisation (Mayo, 1994),

the research proposes focusing on the linguistic Key Competences of Maltese

as Mother Tongue and English as a secondary Communication language

(Maltese Constitution, 1964, 2007). Cross referencing Digital Competency;

Learning To Learn; Interpersonal and Civic Competences; Entrepreneurship;

and, Cultural expression might be necessary in view of research in New

Literacy Studies and in multiliteracies by Barton et al (2000),

Barton (2007), Gee (1990, 2000), Kress (2003) and Kress and Van Leeuwen

(2001), Street (1984, 1995, 1997, 2003), Street and Lefstein (2007), and

more recently Lankshear and Knobel (2011).

The research will focus on issues emerging from the hierarchical national and

organisational education scenario illustrated in Figure 1.



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In consequence, the core research questions will focus on:

The values embodied within the EQF and adopted by the NQF what

is important that the education system should transmit and achieve?

General Education compared with VET and Life-long learning

objectives what are the literacy and language issues faced; how are

they placed within the language/identity/power Discourses?

The Learning Outcomes for linguistic Key Skills at Levels 1 and 2

what are students expected to know; what are they expected to learn;

what are they assessed on; what will they achieve?

The Knowledge, Skills and Competences outlined by the NQF andadopted by MCAST linguistic Key Skills in Foundation Programmes

do they differ or share the same values; what policy language is used

to transmit any ideologies and which ones?

The MCAST literacy and language policies do they favour

particular dominant literacies or do they respect different literacies; are

they a result of globalisation, glocalisation or any other factors?

The language of MCAST literacy and language policies which words

are used to transmit MCAST's official position to different stakeholders

and sectors of the population (e.g. media and the general public; staff;

students)?

The implementation of MCAST literacy and language policies - how

are policies transmitted throughout the organisation; how are they

actually implemented?

The adoption of MCAST literacy and language policies how do staff

actually work with these policies and how do they translate the words

into practice?; what is their understanding of these policies and how do



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they communicate this to their students, especially those students

attending MCAST literacy support groups?



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The research proposes to investigate whether the EQF/NQF parameters

adopted by MCAST polices may enable students at Foundation Levels 1 and

2 to 'navigate between complex educational systems and locate the levels of

their learning outcomes' (MQC, 2007b:4).

The study is limited by the traditionally hierarchical organisational structure

(MSc dissertation, 2009, unpublished). It stops its policy investigation at

staff levels without asking for student opinions. This is a considered decision

since MCAST adheres to the NQF parameters providing 'support to

authorities and institutions and other training providers to identify and

position the learning outcomes of their training' which according to the EQF

'simplifies the process of recognition of qualifications between sectors, withina country as well as across the EU and beyond' (MQC, 2007b:4). Also, at the

time of presenting this proposal students have no way of influencing policy

as not even the Student Council is currently operative. Therefore, although

subsequent studies could analyse the outcome of this proposed research, it

is not intended that at this point any investigation should extend beyond

critical policy analysis.

Notwithstanding, it is hoped that this research will contribute towards abetter understanding of the MCAST Levels 1 and 2 Foundation Programmes,

not only from administrative and pedagogical perspectives that can lead to

further programme development but ultimately also to benefit students,

particularly students with perceived weak skills in traditional areas of

literacy. It aims to do this by critically analysing policies that have been

perceived as having the potential to 'enhance the quality of life of every

individual' (MQC, 2007b:4). It is hoped that this may be the first step

towards exemplifying how decisions are being made and whose voices count

the most and although, as Ball (2010) observes, this is difficult, it is hoped

that this research is a starting point for making student voices count.



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or write, learning a secondary language, using information technology or

attaining standardised outcomes of learning necessary to gain employment

may be just another aspect of secondary Discourses and just as saturated

with symbolic power (Street, 1984; Gee, 1990).

The study will thus look at how NQF/EQF policies propose to tackle issues of

empowerment and lifelong learning, critically analysing whether their

interpretation by dominant authorities may 'empower certain groups (and

depotentiate others), by making what they already have (or have privileged

access to) into currency for acquiring social goods and benefits' (Lankshear

and Knobel, 2011:111). Knobel and Lankshear (2011:105) advise analysing

the embedded political, social and economic ideals behind the concepts andbe clear about the subject of empowerment, the power structures hindering

empowerment, the processes through which empowerment is to occur, and

the outcomes that are envisaged to follow empowerment.

As other papers have argued, knowledge economies often equate

empowerment with education towards economic development with policy

effectiveness measured by the 'system's capacity to make an adequate

return on investment, assessed in terms of its contribution to producing

workers with knowledge, skills and attitudes relevant to increasing

productivity' (Rizvi and Lingard, 2010:78). The NQF/EQF standards seem

favourable to citizens being able to maximise their potential within the

economic needs of the country, strongly linking vocational education to

economic policies. The research will thus investigate aspects of the three

distinct but competing values of democratic equality, social mobility and

social efficiency (Labaree, 2003, in Rizvi and Lingard, 2010:77) to critically

analyse how this in effect envisages 'freedom for students to gain in their

own way the knowledge and skills they will require for finding a place within

the labour market' (Rizvi and Lingard, 2010:78). Significantly, the digital

divide is becoming central to such issues as 'social and economic



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development have become highly dependent on a country's capacity to

participate in the new informational economy' (ibid:153).

The consequences of rapidly changing technologies are discussed in studies

on multimodalities and multiliteracies in globalised contexts (Kress and Van

Leeuwen, 2001), revealing further links with issues of power and social

hierarchy (Street and Lefstein, 2007). Researching language and literacy

necessitates exploring multiliteracy since it 'supplements traditional literacy

pedagogy by addressing these two related aspects of textual multiplicity'

(Cope and Kalantzis, 2000:5). It is also pertinent in view of the national

language policies which impose Maltese as the national language and

English as a second language while the traditional legacy of bilingualism as'double monolingualism' (Heller, 2006:83) persists within cultures of older

generations of policy makers and authorities. If 'we no longer need to worry

about nationality, nationalism or national identity' ( Blackledge and Creese,

2009:181), as identities change with the rise of multilingualism due to the

'multiplicity and integration of significant modes of meaning-making' (Cope

and Kalantzis, 2000:5), then a critical analysis of the policy wording and

entailed values of the NQF/EQF documents becomes more relevant. Issuesof 'translanguaging in the bilingual classroom' (Blackledge and Creese,

2009:201) evolve into multilingual translanguaging due to increased

multitextual communication and also increasing multiculturalism as

globalisation also attracts new migratory nationals from non-English

speaking countries towards Malta.

The research thus proposes to investigate whether the NQF/EQF and MCAST

standards and learning outcomes act as ' normalizing factors' (Foucault,

1977) or whether there is space for a 'pedagogy of Multiliteracies' (Lo

Bianco, 2000, in Cope and Kalantzis, 2000:105) where languages other than

first or second ones, be they Maltese, English or other foreign ones, as well

as individual and social bilingualism within a broader global multilingual



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context may be expressed (ibid). Their interpretation and implementation

may affect cultural and collective symbols, values and resources transmitted

between individuals through contextualised and meaningful social practice

(Holland et al, 2001:271-2). Hence, the 'figured worlds' of staff and

students, their social resources and voices (ibid), may be affected by the

implications of power, status and rank on individual identities especially as

these policies promote a 'combination of knowledge, skills and attitudes

appropriate to the context' that are envisaged to satisfy every individual's

'needs for personal fulfilment and development, active citizenship, social

inclusion and employment' (MQC, 2007b: 8).

Analysing the outlined fields of enquiry may be of possible further personaland organisational benefit, contributing towards fresh perspectives. Often,

incomprehension or misunderstanding leads to staff frustration and

helplessness rendering them acquiescent accomplices to traditional and

hierarchical pedagogies. Authorities may hence use apathy or passive

resistance to lend more power to normative and authority-centred polices.

Student voice may benefit more if a researcher-practitioner can present solid

arguments backing multiliteracy pedagogies. A critical analysis of howNQF/EQF standards are influencing the organisational context may hopefully

further elucidate these policies, the discourses favoured

nationally/organisationally and the consequences on language and literacy

acquisition especially by students with challenges to traditional literacy skills

or of non-dominant socio-cultural backgrounds.

At an organisational level, it is hoped that analysing literacy and language

policies will contribute to College Foundation Programme development,

possibly leading to reinterpreting learning outcomes to include wider

multiliteracy skills alongside more dominant literacies within programme

curricula. This could further recognise individual student identities within a

rapidly changing glocalised scenario by valuing what they bring with them



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into the classroom instead of simply transmitting traditional pedagogies.

Often the economic needs perceived by older generations are different to

those of the lived experiences of younger generations who are possibly more

in touch with multitextual globalised/glocalised contexts. Analysing policies

could initiate increased awareness. Exploring differences or transformations

between official written documentation and the way policies are transmitted

to staff and students could improve understanding about the intertextual

nature of policy making and implementation. Challenging various staff

perceptions about policy implementation at all organisational levels may

increase valued acknowledgement of students deemed non-compliant with

levels of dominant literacy skills.

This is also a personal challenge it is very easy to fall into a vicious circle of

resistance, frustration and self-righteous indignation through an inflated

perception of being in the right when defending more vulnerable students.

The proposed research will hopefully be a further enlightening instance of

reflective practice.



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(Hopf, 2004:32). Yet, CDA challenges structures of power that regulate

society and individual identities, behaviours, values and norms (Foucault,

1977) countering 'ideology as common sense' (Fairclough, 2001). Text or

discourse analysis and studying social forces that produce them lead to

reflection about truths, values, practices and beliefs and how they are

understood, reinforced, contested or changed through linguistic and non-

linguistic metaphors and symbols (Fairclough, 1992, 2001; Janks, 2009).

Processes of critical discourse such as text analysis, processing analysis and

social analysis help describe, analyse and explain these dominant ideological

truths. Idealistically, this allows individuals to assert their identity as agents

who can transform their social situation (Foucault, 1995; Fairclough, 1995;

Freire, 1996); more practically, it illustrates how language and literacy

discourse processes 'produce truth, how they are produced by power and

how they produce effects of power' (Janks, 2009:37).

My lived experience embodies instances where it is necessary to

denormalise dominant ideologies and social relations that problematise

rather than liberate individual identities. As radical as it may appear, it is

part of my 'personal text as critical intervention in social, political and

cultural life' (Holman Jones, 2008, in Denzin and Lincoln, 2008:205). My

voice will be embedded in the research, my critical reflections revealing my

positionality and 'perspectives, interests, assumptions, orientations and

biases' (Wellington et al, 2005:19). Consequently, elements of

autoethnography and storytelling will possibly couple with CDA as these

methodologies embody the potential to disrupt and produce space for

dialogue about what is and what should be, instigating and shaping change

(Holman Jones, ibid:206).

Consequently, the proposed insider research will be based on wide

observational and analytical work. It is possible that the 'intersubjectivity of

the researcher and the researched' will come through the researcher's voice

while trying to 'understand the other's voice, life and culture' (Chase, 2008,



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in Denzin and Lincoln, 2008:69). Such involvement might intertwine the

mainly CDA and inductive methodologies with certain of the researcher's

secondary deductive hypotheses. Since I envisage that it will sometimes be

difficult to extricate the personal lived experience from the observed, a valid

starting point would be balancing methods pertaining to Narrative Inquiry

(Chase, ibid:57-94) with those involved in CDA and variations of Talk and Text

Analysis (Perakyla, 2008, in Denzin and Lincoln, 2008:351-374) since the two

basic types of materials used will the two 'much used but distinctively

different types of empirical materials in qualitative research: interviews and

naturally occurring materials' (Perakyla, ibid:351).

Nonetheless, the methods of analysing and synthesising data will revolvearound CDA methods of analysing policy and related documentation. The

primary written texts to be analysed will be the NQF Descriptors (MQC,

2007b) and MCAST Levels 1 and 2 Programme syllabi which mention

Learning Outcomes and the entailed Knowledge, Skills and Competences

benchmarks. These will be cross referenced with relevant EQF

documentation (Reinaldi and Kuleswa, 2006). Secondary reference will be

made to the MQC and related websites of the European Union Programmes

Agency (EUPA) Malta Lifelong Learning Programme. MCAST documentation

such as syllabi, assessment procedures, official communications and minutes

of meetings, possibly also imminent European Social Fund employment and

education initiatives at Levels 1 and 2, are also pertinent. National or

organisational statistical data may be referenced quantitatively due to the

topic of the proposed research. More relevantly, textual analysis will be

compared with ecological observations on policy implementation processes.

To this end, supplementary interviews are planned to be held withpolicymakers and administrators at the MQC and MCAST as well as other

college staff involved in policy writing and implementation

at different organisational levels.



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Hence, reference will be made to models provided by Fairclough (1995,

2001) and evolved by Janks (2009) as well as research guidlenes on how to

carry out CDA such as published by Hyatt (2008). Armed with these tools,

the research will possibly lead to further understanding of the local context

of how language and associated definitions of literacy impact on social

practice. Moreover, by positioning this social practice within specific

historical contexts as well as by referring to my personal lived experience as

researcher-practitioner, I hope to be able to navigate the intertwined

discourses and narratives in order to contribute to greater awareness of how

existing relations are reproduced or contested and different interest groups

served without falling into futile 'us and them' storylines.



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"I was merely endeavoring to indicate that if we do not grab events

by the collar they will have us by the throat.

Terry Pratchett, The Truth (2000, online)

6. Proposed Timeframe for Research

October/December 2011

Initiation of ResearchResearch into EQF/NQF and relevant contemporary policy andgathering documentationIdentifying and contacting key people to be interviewed aboutpolicy decisions (MQC and MCAST CEO, MCAST QA manager,Subject Co-ordinators, possibly a representative number of language teaching staff)Design of semi-structured interviewsReading for the Literature Review

January/March2012

Reading about Qualitative MethodologiesInvestigate need for appropriate quantitative analysis of somedataStart carrying out interviews; coding and analysis

April/June 2012

Review of documentation vis a vis implementation of MCASTpolicy within the year (perhaps need for concurrent analysis withprevious year 2010/2011)Start of CDA analysis of policy documentationFurther reading for Literature Review

July/September2012

Review 1Review of data gathered so far; devising plan for further workReview of and further reading for Literature Review;Writing of Literature Review

October/December 2012

Refining Findings and AnalysisFurther reading about methodology/data collection methods anddeeper analysis of data (identify need for analysis of any newpolicy documentation)Data analysis leading to first draft of write-up of analysis section

(possibly leading to extrapolation of ideas about future localpolicy development) January/March2013

Further theoretical work emerging from data analysisFirst draft of presentation of data/findings

April/June 2013

Review 2Review of data analysis and theory and work on final presentation



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July/September2013

Completion of ResearchFinal review (consideration of last minutedevelopments/publications)Conclusions/recommendations

"The truth isn't easily pinned to a page. In the bathtub of history the

truth is harder to hold than the soap and much more difficult to

find."

Terry Pratchett, Sourcery (1988, online)

7. Ethical Issues and Feasibility of Study

My scheduled plan of study appears confident but this paper, with the

exception of the proposed timeframe, seems more theoretically rather than

practically inclined. This impression may be because the actual research still

seems daunting, a legacy of positivistic expectations advocating formulaic

methods that have previously seemed more acceptable when researching

policy. Therefore a formal schedule seems a stable and safe point of

reference within the uncertainty. Still, a sense of excited anticipation

emerges because working within a qualitative framework suits my

philosophy better. Even though 'as a site of discussion, or discourse,

qualitative research is difficult to define clearly' (Denzin and Lincoln, 2008:8)

especially in positivist terms, it is this sense of the liberatory unknown that

drives this committment. Since there is 'no theory or paradigm that is

distinctly its own' (ibid) nor 'a distinct set of methods or practices that are

entirely its own' (ibid:9), I hope to be more inspired to follow my personal

theories and avenues of research, avoiding the major pitfalls of

fatigue or disenchantment (Wellington et al, 2005).

Nevertheless a disciplined approach is imperative and issues of feasability

and ethics remain. I forsee that gathering documentation will not be

very difficult since most sources are already identified and freely available.

Formally requesting interviews might prove more challenging, as indeed has

proved during my MSc research. In the restricted local context and in such a



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qualitative study, anonymity is difficult to promise and maintain and some

interviewees might be reluctant to become vulnerable to administration's

reactions or perceived researcher's criticism. To this end, I intend to formally

communicate in writing my research proposal to the College Administration

as soon as I get approval. I also intend to request interviews using

appropriate ethical request forms at the earliest possible to allow for

appointment delays and possible refusals.

Forwarding the semi-structured interviews with set questions, mostly about

definitions and policy aims, will hopefully set respondents at ease. I will not

accept questionnaire-type of replies but insist on face to face interviews so

that, while the set questions will allow for greater comparability of somedata, more open-ended questions about perceptions and implementation

issues may be asked and the researcher-respondent discourse reveal more

about the policy and organisational narrative. I would be willing to show

transcripts to respondents but would keep eventual analysis and

interpretation unrevealed until the final study is officially presented. The

possibility of publishing a peer-reviewed paper is also being considered so

ongoing annotations subject to periodic revision are required.

The Assistant Principal for Academics and the Head of Department will be

informed of the study since it is not covert research and findings will

hopefully be used for programme development and student benefit. Apart

from being required by qualitative research methodology, inductive research

and constructive writing including suggestions will be employed to lessen the

'us and them' divide. Periodic reports on research progression, if not specific

findings, will be made available not only to promote the research

organisation-wide but also to keep open channels of communication and

good relationships. Such a need for diplomacy will necessitate the support

of a critical friend and mentor with whom to share discussions and arising

issues since outsiders' views are important to question the obvious, to pose



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objective observations and restrain researcher's over-involvement since this

will be an insider's study.

The benefits of inside observations are that the researcher will not simply

work with written policy texts but will have contextual, historical and socio-cultural knowledge of the situation. Most collegial relationships are already

established and access to published documentation is facilitated. Any

suggestions diplomatically presented may be used to benefit professional

practice as well as organisational aims. On the negative side, some staff,

especially gate-keepers of information, may not be open to such research

due to negative attitudes or misconceptions about non-traditional research.

Methodological issues faced by CDA and ecological/ethnographical studies,such as traditional criticisms regarding validity, reliability and

generalisability, might arise. Personally, time-management and work

constraints, distractions and a familiar setting may hinder

ethical observations or questioning the obvious. Working in a hierarchical

structure may prove stressful due to over-involvement or research not being

given due consideration due to the proximity of tackled issues. The

researcher's positionality might not be valued or negatively criticised leading

to frustration or conflict. Power discourses have to be skillfully navigated not

only for feasability's sake but also to avoid becoming disheartened and

cynical. Retaining a reflective and ethical approach to the study and keeping

in mind it is to be a valid contribution to programme development and not

negative criticism serving as self-righteous retribution is imperative,

especially if some observations and suggestions prove unfavourable with

college administrators.

Ethical considerations are thus vital especially within this qualitative study.

An ethical approach is not important for the conventional reason of being

covered and protecting your interests but for the benefit of the research

relationships that arise out of the complexity of human nature and agency

especially due to issues of power (Sikes, 2004) which afterall are thematic to



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this study. Sikes (2004:24-32) and Wellington et al (2005:104-106) discuss

various ethical issues that the researcher should keep in mind. They may be

summarised very Catholicly as 'do unto others what you would be done unto

you' and that is a very practical bottom-line approach, although ironically

possibly viewed quite sceptically within local hierarchical contexts.

Neverthless, this maxim as well as honesty about researcher positionality

and 'assumptions regarding ontology, epistemology and human nature and

agency' (Wellington et al, 2005:104) is integral to my intended approach.

They are the practicalities balancing my philosophical tendencies yet

afterall, 'research is a philosophical endevour' (Sikes, 2004:23).

I have no positivist yardstick with which to assess whether this researchproposal is what it ought to be, but I believe that at present I can only

present myself as a 'methodological bricoleur ' (Denzin and Lincoln, 2008:8).

This paper tries to describe my overlapping interpretive, critical and political

narrative whilst considering other truths. Conceivably, it will make sense, if

not be wholly acceptable, to my audience and the powers-that-be.

"If Not You, Who Else?"

Terry Pratchett, Only You Can Save Mankind (1992, online)



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josephine v saliba edd assignment 6

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