Abstract
In this paper, we argue that William Stephenson, Qmethodology, when demonstrated through the research conducted for the SANCOOP: Climate & Beliefs project can provide guidance for doing context-specific mixed-method research and has implications for climate change education in South Africa. In the project, Q-methodology was mixed with techniques of transcendental philosophical analysis, to investigate the correlations between subjectivity and climate change adaptation in rural South African context. Subsequently, context-specific considerations are in order, since limited research employing mixed Q-methodology has previously been conducted in rural South Africa. Thereby, we hope to provide some guidance for conducting mixed methodological research in this context. Finally, the implications of mixed methodology for climate change education in South Africa are discussed in the light of epistemic justice in the construction of knowledge.
Highlights
Q-methodology was developed by physicist/psychologist William Stephenson in 1935, who was interested in finding a way to reveal the subjectivity involved in any given situation
The research team collected a body of empirical data in several South African communities to understand belief system flexibility in relation to climate change adaptation
This future view of no-time may prove to be challenging for climate change adaptation as little emphasis is placed on future events (Terblanché-Greeff et al, 2018). These findings show that it is worth pursuing the incorporation of belief systems in climate change research and that Q-methodology might be considered a suitable method in this regard
Summary
Q-methodology ( referred to as Q) was developed by physicist/psychologist William Stephenson in 1935, who was interested in finding a way to reveal the subjectivity involved in any given situation (cf. Stephenson, 1935a, 1935b). The above considerations made Q-methodology especially suited for use in research contexts where there are cultural and worldview differences between researchers and respondents, for example in the case of climate change research in rural and indigenous communities in South Africa. The need for climate change education was identified by respondents in the particular communities.
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