Methoden vergelijken
Bekijk de geselecteerde methoden naast elkaar; rijen die verschillen zijn gemarkeerd.
| Kritische thematische analyse× | Reflexive Thematische Analyse× | |
|---|---|---|
| Vakgebied | Kwalitatief | Kwalitatief |
| Familie | Process / pipeline | Process / pipeline |
| Jaar van ontstaan≠ | 2000s–2010s (consolidation as named variant) | 2006 (seminal paper); explicitly named 'reflexive' from ~2019 |
| Grondlegger≠ | Draws on Virginia Braun & Victoria Clarke (thematic analysis, 2006) combined with critical theory traditions (Frankfurt School, feminist and postcolonial theorists) | Virginia Braun & Victoria Clarke |
| Type≠ | Qualitative analysis approach | Qualitative research method |
| Oorspronkelijke bron | Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. DOI ↗ | Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. DOI ↗ |
| Aliassen | CTA, critical-theoretic thematic analysis, thematic analysis with critical lens, critical qualitative thematic inquiry | RTA, reflexive TA, Braun and Clarke thematic analysis, qualitative thematic analysis |
| Verwant≠ | 5 | 6 |
| Samenvatting≠ | Critical thematic analysis (CTA) is a qualitative approach that combines the systematic coding procedures of Braun and Clarke's thematic analysis with the interrogative stance of critical theory. Rather than merely describing patterns in data, CTA asks whose interests those patterns serve, what power relations they reflect, and what is absent or silenced. It is used to surface ideology, structural inequality, and hegemonic assumptions embedded in participants' accounts or in texts. | Reflexive Thematic Analysis (RTA) is a widely used qualitative method for identifying, analysing, and interpreting patterns of shared meaning — called themes — across a dataset. Developed by Virginia Braun and Victoria Clarke, it is theoretically flexible, works across epistemological positions, and foregrounds the researcher's active, interpretive role rather than treating themes as features that simply emerge from data. It differs from older 'codebook' approaches by treating the analyst's subjectivity as a resource rather than a source of bias to be suppressed. |
| ScholarGateGegevensset ↗ |
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