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Case study research in education: considering possible paradoxes and concerns

In: Handbook of Case Study Research in the Social Sciences

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  • Lorna Hamilton

Abstract

This chapter engages critically with the emerging use of case study/multiple case studies as a methodological genre or method in educational research and explores its challenges and opportunities for rich data from interactions with people and places. The evolving nature of case study in education research, with diverse definitions and purposes, is discussed here, as well as the importance of building robust strategies for maximizing quality and rigour. To do the latter, this chapter reflects on the qualitative strategies that support consideration of trustworthiness and dependability within case study in education and engages with issues of ‘generalization’ through looking at alternative options such as fuzzy generalization, the typification of the case which may hold resonance, even universal resonance for readers, and the potential for the enhancement or even transformation of understanding as a result of the holistic nature of case study in education.

Suggested Citation

  • Lorna Hamilton, 2024. "Case study research in education: considering possible paradoxes and concerns," Chapters, in: Peter Rule & Vaughn M. John (ed.), Handbook of Case Study Research in the Social Sciences, chapter 11, pages 194-214, Edward Elgar Publishing.
    • Handle: RePEc:elg:eechap:21422_11
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    File URL: https://www.elgaronline.com/doi/10.4337/9781803920320.00022
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