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An Ethnographic Case Study of an English Language University Preparatory Programme in Qatar

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An Ethnographic Case Study of an English Language University Preparatory Programme in Qatar Students’ Experiences of Othering: An Ethnographic Case Study of an English Language University Preparatory Programme in Qatar A thesis resubmitted to The University of Manchester for the degree of Doctor of Philosophy in the Faculty of Humanities 2018 Magdalena Rostron Manchester Institute of Education School of Environment, Education and Development TABLE OF CONTENTS List of Images .................................................................................... 9 List of tables .................................................................................... 10 List of abbreviations ...................................................................... 11 Abstract ........................................................................................... 12 Declaration ...................................................................................... 13 Copyright statement ...................................................................... 14 Dedication ....................................................................................... 15 Acknowledgements ......................................................................... 16 Introduction .................................................................................... 17 i. Thesis topic and context ..........................................................................17 ii. Research purpose ..................................................................................18 iii. Ethnographic case study ........................................................................19 iv. Me, myself and I in the study ................................................................19 v. Spelling and transliteration ......................................................................20 vi. Past or present? .....................................................................................21 vii. Thesis structure .....................................................................................21 Chapter 1: Context ......................................................................... 22 Introduction ....................................................................................................22 1.1. Academic Bridge Program: Institution ..............................................22 1.1.1 Students: educational backgrounds, expectations, needs .....................25 1.1.2 Administration and teachers .................................................................26 1.1.3 My position as a teacher: professional and cultural background .........28 1.2. Key dimensions of the ABP educational culture ...............................29 1.2.1 Co-education .........................................................................................29 1.2.2 Studying in English ..............................................................................31 1.2.3 Academic integrity ...............................................................................34 2 1.2.4 Critical thinking and independent study skills .....................................35 1.2.5 Critical feedback ...................................................................................37 1.2.6 University and degree choice ...............................................................38 1.3. Institutional affiliations and educational environment ......................39 1.3.1 Qatar Foundation and Education City ..................................................39 1.3.2 Overview of recent educational developments in Qatar ......................42 1.4. Qatar as a Muslim Gulf Arab country ...............................................44 1.5. Language, ethnicity and religion .......................................................47 Concluding remarks .......................................................................................48 Chapter 2: Building a theoretical framework ............................. 49 Introduction ....................................................................................................49 2.1 Othering, the Other, and Otherness as key concepts in my study ...........49 2.2 Understanding the relevance of identity in the context of Othering .......55 2.2.1 Strong sense of Arab identity ...............................................................57 2.2.2 Identification with Islam .......................................................................57 2.2.3 Qatari as national and local ..................................................................58 2.2.4 Complexities of being Western ............................................................59 2.3 Power dynamics in Othering ...................................................................60 2.4 The role of alienation in the context of Othering ....................................64 2.5 Internationalised educational context ......................................................65 2.6 Othering in internationalised English language settings .........................67 2.7 Transformative effects of internationalised education ............................69 2.8 Holliday’s framework and its relevance for my study ............................70 2.8.1 My changing perspective: from large to small .....................................71 2.8.2 Small culture .........................................................................................73 2.8.3 Host culture complex ............................................................................74 2.8.4 Relevance of Holliday’s framework for my study ...............................76 Concluding remarks .......................................................................................77 3 Chapter 3: Research methodology and ethics ............................. 78 Introduction ....................................................................................................78 3.1 Initial thoughts: natural rhythm and thinking time ..................................78 3.2 Qualitative approach and research gap ....................................................79 3.3 Research questions ..................................................................................80 3.4 How Holliday’s approach led me to ethnography ...................................81 3.5 Ethnographic case study ..........................................................................83 3.5 Research design: overview ......................................................................87 3.6 Study participants ....................................................................................88 3.6.1 Participants: sampling and profiles ......................................................88 3.6.2 Student informants ................................................................................89 3.6.3 Respect and trust ...................................................................................92 3.7 Methods of data collection/generation and sources of data ....................93 3.7.1 Relevant documents ..............................................................................93 3.7.2 Questionnaires 1 and 2 .........................................................................94 3.7.3 Observations .........................................................................................95 3.7.4 Interviews/conversations with a purpose..............................................96 3.7.5 Background knowledge and Teacher Notes .......................................101 3.7.6 Researcher Journal .............................................................................103 3.8 Researcher reflexivity ............................................................................104 3.9 Ethics and ethical procedures ................................................................105 3.9.1 Member checking ...............................................................................107 Concluding remarks .....................................................................................109 Chapter 4: Approach to data analysis and interpretation ....... 110 Introduction ..................................................................................................110 4.1 The semantics of data analysis and abductive analytical approach ......110 4.1.1 Embedded researcher ..........................................................................112 4.2 Avoiding reliability and validity pitfalls ...............................................113 4.2.1 Validity ...............................................................................................113 4 4.2.2 Reliability ...........................................................................................115 4.3 What was my data in this research? ......................................................116 4.4 Data management ..................................................................................117 4.4.1 Organising the data .............................................................................117 4.4.2 Familiarising myself with the data .....................................................119 4.4.3 Coding the data ...................................................................................119 4.4.4 Generating categories and themes ......................................................120 4.4.5 Interpreting the data ............................................................................120 4.4.6 Search for alternative understandings ................................................120 4.5 Analytical procedures ............................................................................121
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