Abstract:This paper offers a critical analysis of the Comparative Case Study (CCS). While CCS provides a holistic methodological framework for case-based research, it is not free from drawbacks. One criticism the approach may receive, ironically, is the lack of criticism it encounters. Another critique can include its naming, as the name 'comparative case study' may not sufficiently represent its vital feature of transversal, vertical and horizontal axes. Lastly, the paper examines the qualitative approach traditionall… Show more
“…The approach consists of three methodological axes: horizontal, vertical and transversal (Figure 2). Figure 2.Initial adapted framework (adapted from Bartlett & Vavrus (2014) and Sakata et al (2021b)). …”
Section: Pre-developed Framework and Planned Research Designmentioning
confidence: 99%
“…Given the lack of detailed accounts of engaging and navigating messiness in MMR, this article provides an honest and transparent unfolding of an MMR process. Based on a mixed methods case study from my Ph.D. research examining learner-centred pedagogy in Tanzania (Sakata, 2019, 2022; Sakata et al, 2021a; Sakata et al, 2021b; Sakata et al, 2021c), I illustrate the messy process I pursued throughout the study while embracing the organic nature of mess in MMR. This methodological article primarily targets students and novice researchers, although also general audiences, as the former are more likely to encounter messiness in research than are established scholars (Maxwell, 2013).…”
Whereas the significance and potential impacts of messiness in mixed methods research have been well acknowledged, the literature on mixed methods research has accumulated few examples of engaging and navigating mess. This article provides an account of the nitty-gritty of messiness and its consequences during the process of mixed methods research. By applying the ‘craft attitude’ and a socio-ecological framework for mixed methods research to a mixed methods case study, I demonstrate how my embracing of research messiness through the craft attitude exemplifies the interconnectedness of the personal, interpersonal and social contexts. This article contributes to knowledge by proposing a new way to conceptualize mess in mixed methods research through the integration of the craft attitude within the socio-ecological framework for mixed methods research.
“…The approach consists of three methodological axes: horizontal, vertical and transversal (Figure 2). Figure 2.Initial adapted framework (adapted from Bartlett & Vavrus (2014) and Sakata et al (2021b)). …”
Section: Pre-developed Framework and Planned Research Designmentioning
confidence: 99%
“…Given the lack of detailed accounts of engaging and navigating messiness in MMR, this article provides an honest and transparent unfolding of an MMR process. Based on a mixed methods case study from my Ph.D. research examining learner-centred pedagogy in Tanzania (Sakata, 2019, 2022; Sakata et al, 2021a; Sakata et al, 2021b; Sakata et al, 2021c), I illustrate the messy process I pursued throughout the study while embracing the organic nature of mess in MMR. This methodological article primarily targets students and novice researchers, although also general audiences, as the former are more likely to encounter messiness in research than are established scholars (Maxwell, 2013).…”
Whereas the significance and potential impacts of messiness in mixed methods research have been well acknowledged, the literature on mixed methods research has accumulated few examples of engaging and navigating mess. This article provides an account of the nitty-gritty of messiness and its consequences during the process of mixed methods research. By applying the ‘craft attitude’ and a socio-ecological framework for mixed methods research to a mixed methods case study, I demonstrate how my embracing of research messiness through the craft attitude exemplifies the interconnectedness of the personal, interpersonal and social contexts. This article contributes to knowledge by proposing a new way to conceptualize mess in mixed methods research through the integration of the craft attitude within the socio-ecological framework for mixed methods research.
“…We should note, however, that an ideological consonance will not automatically translate into LCP appropriation in the classroom. The severe lack of material and human resources (Vavrus and Bartlett 2013;Sakata et al 2020), as well as less than ideal working and living conditions that Tanzanian teachers undergo (Tao 2016), may well lead them to enact different forms of teaching and learning than their stated valued pedagogy. Additionally, caution needs to be taken when interpreting the horizontal data.…”
Section: Horizontal Exploration: Tanzanian Version Of Learner-centere...mentioning
Social issues of today are rooted in history, and the study of contemporary issues would thus benefit from tracing their history. In Tanzania, Nyerere's ujamaa philosophy and the accompanying education for self-reliance (ESR) policy offer a criterion relevant today in pedagogical analysis. Tanzania is currently implementing learner-centered pedagogy (LCP). This article considers the logic of ujamaa, which ostensibly appears to be compatible with LCP principles, and explores through empirical evidence the consistencies and inconsistencies between ujamaa/ESR, LCP, and the pedagogical approaches valued by present-day teachers. The teachers espoused the idea of self-reliance promoted through ujamaa, implying that pedagogies similar to LCP will produce self-reliant graduates. Instead of forcibly transmitting a universal form of ideal pedagogy, the cultural and historical connection between ujamaa and LCP could suggest appropriate forms of teaching and learning in the Tanzanian context.
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