A Call to Revisit the Elements of a Good Case: Critical Case Development to Address Inequitable Outcomes in Education and Society

Abstract

Much has changed in societies throughout the world since Fossey and Crow published their foundational piece in 2011 about the important elements in educational leadership cases. While “context, complexity, ambiguity, and relevance” (p. 4) remain imperative, there is a need to reconsider what defines the elements of a good case. As educational leaders navigate sociopolitical ideologies that maintain apolitical and ahistorical education systems, it is critical to build upon the elements of a “good case,” specifically through cases that (a) include sociopolitical context to close the theory–practice gap; (b) address the complexity of inequitable societies; (c) focus on the application of ethical and equity-oriented educational leadership in the face of ambiguity; and (d) apply cultural responsiveness and relevance for real-world application.