NOZOMI SAKATA

Last Updated :2024/02/02

Affiliations, Positions
Hiroshima University, Assistant Professor
E-mail
sakatanhiroshima-u.ac.jp

Basic Information

Major Professional Backgrounds

  • 2022/04/01, Hiroshima University, The IDEC Institute, Assistant Professor
  • 2020/04, 2022/03, Hiroshima University, Center for the Study of International Cooperation in Education, Researcher
  • 2019/03, 2020/01, UCL Institute of Education, Department of Education, Practice and Society, Postdoctoral Research Fellow
  • 2016/09, 2019/08, UCL Institute of Education, Department of Education, Practice and Society, Postgraduate Teaching Assistant
  • 2015/09, 2015/12, Economic and Social Research Foundation, Visiting Scholar
  • 2011/09, 2012/03, Japan International Cooperation Agency, Reseach Associate

Educational Backgrounds

  • UCL Institute of Education, Department of Education, Practice and Society, PhD in Education and International Development, United Kingdom, 2014/09, 2019/02
  • Teachers College, Columbia University, Department of International Transcultural Studies, MA in Anthropology and Education, USA, 2010/09, 2012/02

Academic Degrees

  • PhD in Education and International Development, University College London, Institute of Education
  • MA in Anthropology and Education, Teachers College, Columbia University

Research Fields

  • Social sciences;Education;Sociology of education

Research Keywords

  • Education and International Cooperation
  • Comparative Education
  • Pedagogy
  • Educational Policy Analysis
  • Mixed Methods

Educational Activity

Course in Charge

  1. 2023, Graduate Education (Master's Program) , 1Term, Theory and Practice in Education and Development

Research Activities

Academic Papers

  1. Self-Directed Learning and Student-Centered Learning: A Conceptual Comparison, Pedagogy, Culture & Society, 2023
  2. Shadow Education in Africa: Private Supplementary Tutoring and its Policy Implications, Journal of International Cooperation in Education, 25(1), 163-164, 2023
  3. Exploring Postcolonial Relationships within Policy Transfer: The Case of Learener-Centred Pedagogy in Ghana, Comparative Education, 2023
  4. ★, Embracing the Messiness in Mixed Methods Research: The Craft Attitude, Journal of Mixed Methods Research, 17(3), 288-307, 2023
  5. Decolonising higher education: Black and Minority Ethnic students' experiences at an elite British university, Cambridge Journal of Education, 53(3), 397-411, 2023
  6. Teacher education as an enabler or constraint of learner-centred pedagogy implementation in low-to middle-income countries, Teaching and Teacher Education, 126, 2023
  7. Is learner-centred pedagogy associated with pupils' positive attitudes towards learning? The case of Tanzania, Compare: A Journal of Comparative and International Education, 53(8), 1373-1391, 2023
  8. The outcomes of learner-centred pedagogy: A systematic review, International Journal of Educational Development, 94, 2022
  9. ★, A systematic review of the implementation of learner-centred pedagogy in low- and middle-income countries, Review of Education, 10(3), 1-41, 2022
  10. ★, Pedagogy and History: Ujamaa and Learner-Centered Pedagogy in Tanzania, Comparative Education Review, 65(1), 56-75, 2021
  11. Capability Approach to Valued Pedagogical Practices in Tanzania: An Alternative to Learner-Centred Pedagogy?, Journal of Human Development and Capabilities, 22(4), 663-681, 2021
  12. Knitting the Comparative Case Study (CCS) with mixed methods: an attempt to extend the methodological application of CCS, International Journal of Research & Method in Education, 44(2), 193-207, 2021
  13. Educating entrepreneurial citizens: neoliberalism and youth livelihoods in Tanzania, Compare: A Journal of Comparative and International Education, 51(6), 1-2, 2020
  14. Addressing the messiness of data analysis: Praxis, readiness and tips from doctoral research, Compare: A Journal of Comparative and International Education, 49(2), 318-336, 2019
  15. Learner-centred Pedagogy and Its Implications for Pupils' Schooling Experiences and Learning Outcomes : A Mixed-methods Case Study in Tanzania, 2019
  16. Editorial: Methodological innovations in qualitative educational research, London Review of Education, 17(3), 249-251, 2019
  17. Understanding, embracing and reflecting upon the messiness of doctoral fieldwork, Compare: A Journal of Comparative and International Education, 47(5), 773-792, 2017
  18. Pupils' experiences with learner-centred pedagogy in Tanzania, Compare: A Journal of Comparative and International Education, 53(3), 525-543, 2023

Publications such as books

  1. 2022, Learner-Centred Pedagogy in the Global South: Pupils' and Teachers' Experiences, Learner-Centred Pedagogy in the Global South: Pupils' and Teachers' Experiences, Routledge, 2022, 10, Scholarly Book, Single work, English, Nozomi Sakata, 0000-0002-0030-4827, 206, 206

Invited Lecture, Oral Presentation, Poster Presentation

  1. Collaboration between Stakeholders in the Design of Context-based Curriculum in Ghana, Eugene Adu Henaku, Nozomi Sakata, Comparative Education Society of Asia, 2023, English
  2. Using Mixed Methods Research Reflexivity for Inclusive Education Systems, Joan DeJaeghere, Nozomi Sakata, Amita Chudgar, Tom Luschei, Nancy Kendall, Erin Murphy-Graham, and Caine Rollwaton, UKFIET Conference, 2023, English
  3. Toward an Alternative Pedagogical Framework to Learner-Centred Pedagogy: Indigenous and Currently Valued Pedagogies in Tanzania, Nozomi Sakata, Human Development and Capability Association, 2023, English
  4. Does Learner-Centred Pedagogy Typify a Dependency Relationship? Stakeholder Interactions and Negotiations during Policy Formation Processes in Ghana, Sakata, Nozomi, and Hannah Edjah, Comparative and International Education Society, 2023, English
  5. National Agenda for ICT in Education: A Comparative Analysis between South Africa and Japan, Sakata, Nozomi, Masayasu Sakaguchi, Asami Shimoda, and Takayoshi Maki, Japan Society for Africa Educational Research, 2022, English
  6. A Possible Nexus between Ujamaa and Learner-Centred Pedagogy in Tanzania, Sakata, Nozomi, and Nkanileka L. Mgonda, Comparative and International Education Society, 2022, English
  7. Network Analysis of Learner-Centred Pedagogy: The Case of Ghana, Sakata, Nozomi, and Hannah Edjah, Comparative and International Education Society, 2021, English
  8. Learner-Centred Education in Low- and Middle-Income Countries, Sakata, Nozomi, Nicholas Bremner, and Leanne Cameron, Comparative Education Society of Asia, 2021, English
  9. Possibility of a Historical Lens into Pedagogical Analysis: The Case of Learner-Centred Pedagogy in Tanzania, Sakata, Nozomi, World Council of Comparative Education Societies, 2020, English
  10. Revisiting Comparative Case Study: A Critical Analysis, Sakata, Nozomi, Comparative and International Education Society, 2019, English
  11. Locally Appropriate Pedagogy from Teachers' Perspectives: Exploring Pedagogy to Expand Valued Capabilities in Tanzania, Sakata, Nozomi, Human Development and Capability Association, 2019, English
  12. Transversing Learner-Centred Pedagogy in Tanzania: How does History Play out in Current Pedagogical Changes?, Sakata, Nozomi, British Association for International and Comparative Education, 2018, English
  13. Associations between learner-centred pedagogy and learning outcomes: Implications from a case study in Tanzania, Nozomi Sakata, Comparative and International Education Society, 2017, English
  14. Does learner-centred pedagogy contribute to learning outcomes? Evidence from a case study in Tanzania, Nozomi Sakata, British Association for International and Comparative Education, 2016, English

External Funds

Acceptance Results of Competitive Funds

  1. Female Researchers Joint Research Grant, Historically Nurtured Pedagogies in Tanzania and Kenya: A Comparative Case Study, 2023/08/01, 2024/03/31
  2. Fund for the Promotion of Joint International Research (Fostering Joint International Research A), Locally-Driven Approaches to Valued Pedagogies: A Comparative Study between Latin American and Eastern and Western African Countries, 2023/04/01, 2025/03/31
  3. Female Researchers Joint Research Grant, Muslimness Cultivated through Early-Childhood Education in Tanzania, 2022/08/01, 2023/03/31
  4. Grant-in-Aid for Early-Career Scientists, Toward an Alternative Pedagogical Framework: Indigenous and Currently Valued Pedagogies in Tanzania and Ghana, 2022/04/01, 2025/03/31
  5. Female Researchers Joint Research Grant, Network Analysis of Learner-Centred Pedagogy in Ghana, 2021/08/01, 2022/03/31
  6. Grants-in-Aid for Scientific Research Grant-in-Aid for Research Activity start-up, Toward an alternative to learner-centred pedagogy: A bottom-up approach to valued educational practices in Tanzania, 2020/09, 2022/03
  7. Hiroshima University Female Researchers Joint Research Grant, Network Analysis of Learner-Centred Pedagogy: The Case of Ghana, 2020/08, 2021/03

Social Activities

History as Committee Members

  1. Secretary of Chugoku and Shikoku Regions, 2022/06/17, Japan Comparative Education Society
  2. Associate Editor, 2023/10, Comparative Education Review
  3. Conference Coordinator, 2023/10, Human Development and Capability Association
  4. East Asia Regional Network Co-Coordinator, 2021/05, Human Development and Capability Association
  5. Managing Editor, 2021/04, Journal of International Cooperation in Education
  6. Support Officer, 2019/01, British Association for International and Comparative Education