Theory's Spell—on qualitative inquiry and educational research

Abstract

Abstract Theory's secure place in qualitative inquiry is challenged on three counts. First, it is argued that the search for theory in such inquiry originates in a kind of crypto—functionalism, and makes any inquiry dependent on its discovery inconsistent with the starting points of qualitative inquiry. Second, theory's supposed importance for policy formulation cannot in itself justify it, even if theory had the right credentials for that purpose (which it does not). Third, arguments that it is used successfully and uncontroversially in the arts and humanities—and even that its pursuance there represents some essence of scholarship—are belied by examining discussion about theory in those arenas. The author concludes by arguing that educators' irrepressible interest in theory leads qualitative inquiry into sterile terrain.