A reflection on the use of case studies as a methodology for social learning research in sub Saharan Africa

• Case studies are a necessary approach to social learning research because long term process analyses are required that are sensitive to social-ecological contexts
• Social learning research tends to focus on initiating, tracking and/or understanding a process of change
• Social learning research tends to be conducted over the long term
• Social learning research is characterised by an action research agenda, at least in developing countries
• Social learning research is based on temporal, process based analysis of data coupled with in-depth theoretical analysis.

A recent review has highlighted that the methodology most commonly employed to research social learning has been the individual case study. We draw on four examples of social learning research in the environmental and sustainability sciences from sub-Saharan Africa to reflect on possible reasons behind the preponderance of case study research in this field, and to identify common elements that may be significant for social learning research more generally. We find that a common interest in change oriented social learning, and therefore processes of change, makes case studies a necessary approach because long term process analyses are required that are sensitive to social-ecological contexts. Common elements of the examples reflected upon included: a focus on initiating, tracking and/or understanding a process of change toward sustainability; long term research; an action research agenda that involves reflecting on data with research participants; and temporal, process based analysis of data coupled with in-depth theoretical analysis. This paper highlights that there is significant scope for exploratory research that compares case studies of social learning research to generate a deeper understanding of social learning processes, and their relationship to human agency and societal change.