Abstract
AbstractNormative case studies are designed to offer richly detailed “worlds of possibility” that invite complex reflection and discussion about authentic ethical dilemmas in education. In this essay, Tatiana Geron and Meira Levinson argue that authors' choices of what details to include in a case are themselves ethical decisions that require significant ethical responsibility. Case details can shape which avenues of ethical inquiry are open to readers, whether and how institutional and structural conditions get considered, whose perspectives are included and legitimized, and what political issues are understood as “open” or “closed.” At its best, case “world‐building” can help readers understand the full complexity of ethical decision‐making in education. However, for this to occur, case authors must seek out expert and dissenting perspectives, field test the case with diverse audiences, and remain reflexive about their own perspectives and how these shape their world‐building decisions.
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