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The other major epistemological issue to be addressed by case study is where to draw the boundaries – what to include and what to exclude and, thus, what is the claim to knowledge that is being made – what is it a case of? Too often the boundaries of a case have been assumed to be coterminous with the physical location of the school or the factory or whatever the focus of interest was. But of course schooling involves parents and, perhaps, local employers; manufacturing involves suppliers, customers, etc. Drawing boundaries around a phenomenon under study is not so easy. Also, institutions have histories and memories manifested through the understandings and actions of individuals. Likewise policies impinge on practice, teachers do not just ‘choose’ what to teach and how to teach it. Similarly our understandings of what schools or other institutions are for are generated in particular social and historical circumstances, as are our understandings of the nature of professionalism and the proper role for nurses, doctors, teachers, etc. So case studies need to pay attention to the social and historical context of action, as well as the action itself (Ragin and Becker, 1992). Thus drawing the boundaries of a case is not straightforward and involves crucial decisions. These are informed in different ways by different disciplinary assumptions and are currently practised differently in different professional contexts.
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