Pragmatism and Dialectics in a Mixed Methods Study with Visual
Netnography, Interviews, Participant-generated Data and Survey
Abstract
A dialectic pragmatist stance provides ways of meaningful
engagement with differences encountered in the context of study, in
terms of cultural, ethnic, linguistic and other forms of diversity. The
issues and challenges in the delivery of a multi-faceted and
multi-dimensional curriculum as well possible solutions and enablers
were also reviewed. The consolidated findings from the study reveal that
teachers often use a hybrid pedagogical approach, blending both local
and international practices and values in the delivery of the enacted
curriculum. The potential and possibilities of culturally responsive,
place-conscious pedagogical practices, rethinking the roles of teacher
and learner, as well as the need for collaborative partnerships and
relationships within communities of practice so as to enable the
delivery of a future-oriented curriculum that address issues of equity,
sustainability and social justice is reviewed and affirmed. The
pragmatist research paradigm engages everyday realities and allow
practical methods to elucidate issues from multiple viewpoints and
contexts. A dialectical stance comprising of a constructive-
interpretivist worldview facilitated the analysis of findings across the
data sets.
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