The Case as Space

Abstract

This article considers the potential of Doreen Massey’s work on the relational conceptualization of space as a multiplicity of trajectories to inform case study research in educational settings. I argue that the conceptualization can be useful at two levels: methodology and methods. At a methodological level, the case itself can be conceptualized as space. The heterogeneity and dynamism of space thought of in this way has implications for familiar case study issues such as the bounding of the case, the positioning of the researcher, issues of generalization, approach to triangulation, and ethical practices. At the level of methods, implications include the need for multiple methods that explore relationships and change over time. When the substantive topic of research is itself children and young people’s understanding of place, congruence between the conceptualization of place/space and methods of data collection used is particularly important. Overall, it is argued that Massey’s ideas have potential to inform, challenge, and enliven the practice of case study research.

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