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This article focuses on the usefulness and reliability of the case study approach in both research and teaching in human geography. Examples of some of the ways that local case studies can be used to help inform larger questions, issues, and theories are provided, along with a discussion of selected mixed methods used by case study practitioners in the field. Triangulation of multiple methods such as structured and unstructured interviews, participant observation, field observation, textual analysis, survey questionnaires, and spatial analysis are discussed and encouraged within the context of a few selected perspectives used by researchers. Particular emphasis is placed on the effectiveness of the case study approach in the teaching of human geography. The case of the recently approved US advanced placement human geography course is discussed to provide an example of a classroom context rich in opportunities for using the case study approach to create a more student-centered, issues-based, and collaborative classroom. It is argued here that the use of case studies as discussion points for comparison and critique make especially effective center points for conversion of traditional classrooms into sites of interactive learning and teaching. This article concludes with a brief discussion of some of the limitations of using the case study approach in research and teaching human geography with a few suggested solutions for helping mitigate these challenges. |
