ABSTRACT
In this chapter, the author considers how cases can best be used in intellectual and political environments not of the teacher’s choosing. She discusses two issues that presented her with both constraints and opportunities: teaching with cases in a classroom environment of lectures and tutorials; and teaching a course entitled “The Politics of Development and Change” in a nation-state considered officially to be multicultural and a part of Asia. The author suggests that the group case, despite some inevitable headaches, was case teaching at its best. The normal method of teaching in Australia is the lecture and tutorial approach standard in British universities. The extent to which Australia’s citizens have ever possessed a national culture shared by all and unique to themselves has thus always been debatable. The cases used in the course all placed region and state within a global context of international institutions and regimes.
