Educational Case Studies and Speaking for Others

Abstract

We have good reasons to be concerned about the underrepresentation of historically marginalized people's perspectives from philosophical and academic discourse. Normative case studies provide a potential avenue through which we can address this lack of diversity. However, there is a risk that those who engage in this kind of project are “speaking for others” in ways that reproduce the inequalities we seek to remedy. While this challenge cannot be avoided, Jennifer Morton discusses here how the problem can be mitigated by conceiving of normative case studies as a way to facilitate dialogue within our classrooms and with communities outside the academy.