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Naïve scientists and conflict analysis

Learning through case studies

R. William Ayres


Much of our teaching about conflict relies on theoretical ideas and models that are delivered as finished products. This article explores the supposition that what students need is not already-formed theoretical ideas, but exposure to more real-world cases of conflict from which to build theory. The article presents an experiment in pedagogy: teaching a conflict resolution class using only case studies. This approach was expected to have two benefits: better understanding of the underlying concepts and a significant contribution to students’ knowledge about the world. The case-only approach appears to be at least as good as the theory-based version of the class, with some significant side benefits beyond comprehension of the material.

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Made in Manchester?

Methods and Myths in Disciplinary History

David Mills

In this article, I demonstrate how Max Gluckman used his forceful and charismatic leadership to build the reputation of the Manchester School through collective research and writing practices. He created a distinctly anthropological genealogy for the case-study method that elided its earlier development within American sociology. He also championed a balanced use of ethnographic and quantitative research methods and a team-based approach to carrying out social research. While the case-study method has received much attention, both of these latter aspects of the work carried out within the Manchester Department are a neglected part of its intellectual legacy.

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The irony of an ‘international faculty’

Reflections on the diversity and inclusion discourse in predominantly White institutions in the United States

Chenyu Wang


Using the autoethnographic case study method, this article examines how my positionality as a foreign-born faculty member intersects with the institutional rhetoric of diversity and inclusion present in many predominantly White institutions. My vignettes show that foreign-born faculty, although contributing to the representation of diversity numbers, are positioned as knowledge providers in the discussions about the ‘global’, the ‘cultural’ and sometimes the ‘racial’, thus, ironically reinforce the embedded White institutional culture. This article argues that foreign-born faculty members could make use of their cultural positions to unpack the classed and racial culture on campus and to cultivate students’ anthropological sensibility. In other words, foreign-born faculty are in a unique position of recognising the limitations of the current diversity and inclusion rhetoric in predominantly White institutions (PWI), but also, they have the potential of decentring the White, middle-class cultural norms. This article concludes with some pedagogical implications.

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T. M. S. Evens

This essay argues that the Manchester case study method or situational analysis has theoretical implications more radical than Gluckman was in a position to see, implications bearing on the nature of the reality of society. In effect, the essay is an anthropological exercise in ontology. It maintains that the problems situational analysis was designed to address were integral to, and hence irresolvable in, the Durkheimian social ontology then characterizing British social anthropology, and that situational analysis insinuated an altogether different ontology. The latter is adumbrated here by appeal to certain Heideggerian concepts in an effort to bring into relief the unique capacity of situational analysis to capture social practice in its dynamic openness and, correlatively, in relation to human agency as a distinctively creative force.

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Extended-Case Studies—Place, Time, Reflection

T. M. S. Evens and Don Handelman

Extended-case studies originated and flourished in multiple sites in Central Africa as British colonialism waned. The extended-case study method was created and shaped in response to complex social situations that emerged from and through ongoing and at times profound changes in the ways in which social and moral orders were put together. The extended case and situational analysis have from their very beginnings been cognate with complexity in social ordering, with the non-linearity of open-ended social fields, and with recursivity among levels of social ordering. Manchester methods originated as a result of profound shifts in the practice of anthropology and contributed to turning these changes into the practicing of ethnographic praxis. Yet over time, the explicit valuing and evaluating of Manchester perspectives disappeared from view. Witness the inane, reductionist comment by George Marcus (1995: 110) (a member of the American lit-crit hit mob of the 1980s), limiting “the extended-case method” (with no mention of Manchester) to “small-scale societies,” where it has been “an established technique … in the anthropology of law” (with no mention of Gluckman).

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Stiles X. Simmons and Karen M. Feathers

data was collected and analyzed through an interpretive case study methodology. The interpretive case study method was appropriate for this study because it examined complex human activity (reading) with the intent to generate detailed descriptions of

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The GIPA Concept ‘Lost in Transition’

The Case of Expert Clients in Swaziland

Thandeka Dlamini-Simelane

between public health and individual rights, using expert clients in Swaziland as a case study. Methods Study Setting I conducted this research in Swaziland within intervention sites for the Maximising ART for Zero New Infections (MaxART) project, which

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Udi Sommer

. “ Case Study Methods in the International Relations Subfield .” Comparative Political Studies 40 ( 2 ): 170 – 195 . 10.1177/0010414006296346 Benvenisti , Eyal . 2008 . “ The Conception of International Law as a Legal System .” German Yearbook of

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Conceptualizing sub-national regional cooperation

Coffee Cultural Landscape of Colombia case study

Diana Morales

study method is most suitable ( Morales, 2018 ). This research utilized both primary and secondary data. Secondary data were obtained from official sources and government databases. It comprises reports made by international organizations such as the

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Athar Haj Yahya

Approach This study employs a qualitative methodology suitable for analyzing and interpreting the linguistic and semiotic landscape of the Umm al-Fahm Art Gallery. We apply the case study method in focusing on a single case . This case was purposefully