This not quite "final" ending of this special issue of "Environmental Education Research" traces a series of hopeful, if somewhat difficult and at times challenging, openings for researching experiences of environment and place through children's literature. In the first instance, we draw inspiration from the contributors who have authored, often…

This article reports on an investigation of student teachers' learning about education for sustainable development (ESD). Phenomenographic data were collected using open proformas and interviews from student geography teachers taking the University of Oxford Post-Graduate Certificate in Education (PGCE) in 2003-2004. The data analysis focuses on…

In this article, we explore a series of issues and tensions raised by the papers in this Special Issue of "Environmental Education Research." This papers focus on developments in environmental education and ESD research in Germany, Austria and Switzerland. In order to provide an alternative framework for contextualising and understanding the…

Case studies are put to a variety of uses in investigating environmental and sustainability issues in higher education. These uses include: to document, describe (in detail), contextualize, investigate and/or explain information that characterizes and qualifies what is of interest in this area. The focus of the case study is often an event, a…

The paper discusses the 'value-through-utility' argument as a key ingredient of environmental educators' interests in traditional ecological knowledge (TEK), and examines some of the epistemological and philosophical tensions it generates in employing TEK within the context of learning with sustainability in mind. In an earlier article (Reid et…

Offers comments based on three questions as an immediate response to the articles in this special issue: (1) What's in a name?; (2) What is possible in education for sustainable development?; and (3) Rather than what education might do for sustainable development, what might sustainable development do for education? (Author/MM)

Examines the premise that 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 itself is conceptualized. (Author/CCM)

Illustrates a range of alternatives to the position and criteria outlined in the qualitative research guidelines drafted at the 1997 annual meeting of the North American Association for Environmental Education (NAAEE). Proposes that the process and conduct of judging the quality of qualitative research in environmental education research requires…