Environmental Education Research as Profession, as Science, as Art and as Craft: Implications for guidelines in qualitative research

Abstract

The view taken by any particular educational researcher of the desirability and potential usefulness of guidelines for qualitative research seems likely to depend upon the way in which the activity of 'doing educational research' is itself conceptualised. The implications of a number of possible positions on this question are examined. It is argued that the existence of such a range of positions is likely to continue, but that there may be, nevertheless, a limited role for generally applicable research guidelines if their purpose is appropriately defined.