Grounded Theory in Action: A Case Study of Educational History in Zimbabwe.

This paper offers a case-study of the use of grounded methodology in a historical study on the role of education during Zimbabwean liberation war (1965-1980). It examines the strengths and limitations of grounded methodology in this context and develops a detailed approach for the use of grounded methodology in the collection, analysis, and compilation of the data to form a narrative. The methodology was employed to study the use of education as an ideological, political, and physical tool of war by both the Rhodesian Front government and the Zimbabwean African People's Union (ZAPU) and its military wing, the Zimbabwean Independence People's Army (ZIPRA). Overall, this paper highlights ways in which grounded theory can be used as a conceptual and analytic tool, and its advantages and limitations therein. [ABSTRACT FROM AUTHOR]