Decolonizing Research in Postapartheid South Africa

Abstract

This article emanates from an in-depth qualitative study that examined ideological beliefs among Indigenous parents regarding school desegregation and school “choice” policies in South Africa. The author discusses the politics of qualitative research design and methodology along two primary dimensions: decolonizing research and the importance of Indigenous languages in research. First, the author argues that the language used in qualitative interviews should be situated within the larger sociocultural context of the inquiry in order to affirm and reinforce cultural identities of research participants, not just of the researcher. Second, the author contends that decolonizing approaches in research interrupt and interrogate colonial tendencies at multiple levels, thereby challenging traditional ways of conducting qualitative research. Following on Smith, and Mutua and Swadener, and Denzin, Lincoln, and Smith, and others, the author argues that decolonizing approaches and culturally affirming linguistic choices in research have the potential to return marginalized epistemologies to the center.

Towards an African education research methodology: decolonising new knowledge

“…As observed by Ndimande (2012) as well as Vakalahi and Taiapa (2013), it is essential to establish respectful, authentic connection with the community, preferably through an invitation by them. The community are a reflection of their culture and language.…”

“…We contend that research among indigenous African people must be characterised by flexibility, participation, and negotiated purposes (Khupe, 2014), and should seek to interrupt colonising forms of research by focusing on African thought and experience (Mkabela, 2005;Ndimande, 2012). Research aligned to indigenous contexts will seek to embrace inclusivity throughout the research process: from the time of joining the community, to negotiating the research purpose, gathering data, sharing interpretations and findings and outputs.…”

“…Even within a single nation there is diversity of language, cultural identities, and experience that define different groups (Ndimande, 2012). Furthermore, even in small studies in one area, there are communities within communities.…”

“…Ironically, research methods that are aligned to indigenous knowledge systems (IKS) are underused in IK research in South Africa in spite of calls for decolonised research methods (Chilisa, 2012;Mkabela, 2005;Smith, 1999), and in spite of suggestions of what such methodologies might be in practice (Keane & Malcolm, 2004;Khupe, 2017;Ndimande, 2012). IK research generally, and particularly in science education, remains conventional whether quantitative or qualitative.…”

Africanity and research: A case study in rural South Africa

“…The research participants had to express themselves in 'unnatural language', namely English in which the researchers were more fluent. On the power of language in research Ndimande (2012) Fourthly, the researchers were forced to obtain skills and create opportunities to convey this methodological value of equality to the research participants. This was performed in the following ways:…”