Exploiting the Qualitative Potential of Q Methodology in a Post-Colonial Critical Discourse Analysis

This conceptual article describes an approach I have taken when exploring the discourse associated with the teaching and learning of high school science in a given Caribbean location. Using a lens of post-colonial theory to guide the entire project, I employed an adaptation of the standard interpretation of Q methodology as part of a critical discourse analysis. In this article, I support and extend Shinebourne's (2009) representation of Q methodology as a means of "expanding the repertoire of qualitative research methods" (p. 93), as described in a previous issue of this journal. Given the challenging nature of the research theme and the analytic perspective that I employed as a researcher, the standard Q methodology protocol was augmented, whilst retaining the essential attributes of Q technique. This approach proved engaging for participants and was fruitful in providing insight into the tensions between shared and particular participant perspectives. The resultant research strategy described in this article would be of particular interest to researchers from a qualitative background, particularly those working within a post-foundational framework, who would value support in conducting a critical discourse analysis.