ABSTRACT
In this paper we critically examine the use of ‘case study’ as a term within the context of environmental education research. We do this partly as a response to the paper by Corcoran et al. (2002), which claims, inter alia, that ‘Case study methodology . . . is the ideal research tool to investigate sustainability in higher education’ (p. 4). We begin by exploring what others have written about case study and then state our own position, before critically examining Corcoran et al.’s call for ‘a framework for critical case study research in sustainability in higher education’. Finally, we discuss the use of problem-based methodology as a conceptual tool that might more adequately serve the problem-oriented function currently assigned to observers and participants in critical case-study methodology.
