1st Edition

Phenomenological Inquiry in Education
Theories, Practices, Provocations and Directions




  • Available for pre-order. Item will ship after December 28, 2020
ISBN 9780367250317
December 28, 2020 Forthcoming by Routledge
272 Pages 16 B/W Illustrations

USD $48.95

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Book Description

Phenomenological Inquiry in Education is an edited collection of 16 chapters that offers a fascinating and diverse range of approaches and views about phenomenological inquiry as applied in educational research.

Written by a group of international scholars concerned about understanding lived experience, the editors assemble theoretical ideas, methodological approaches and empirical research to create a distinctive transdisciplinary outlook. Embodying many unique and useful insights the book provokes thought about the possibilities for phenomenology in contemporary educational research. The international contributors highlight what an exploration of lived experience can offer qualitative research and extend on methodologies commonly used in educational research. By grounding phenomenological inquiry in the complexities of doing research across discipline areas in education, the writers of the book forge links between theory and empirical research and give their unique perspectives about how phenomenological ideas are being and might be employed in educational research. The book is thus carefully crafted to address both phenomenology as a philosophical tradition and its possibilities for educational research.

This scholarly work will appeal to educational researchers, as well as those in broader social research. It taps into the growing international interest in phenomenological research in education which brings attention to lived experience and the highly important affective dimension of learning.

Table of Contents

Introduction

Edwin Creely, Jane Southcott, Kelly Carabott and Damien Lyons

Section 1

Introduction to Section 1: Theoretical Considerations

Edwin Creely

1. Some Possible Ways into the Question of How a Phenomenology of Education Might Be

Stuart Grant

2. Epoché and Objectivity in Phenomenological Meaning: Making in Educational Research

Leon De Bruin

3. Walking into the Posts

Jennifer J. Clifden and Mark D. Vagle

4. Phenomenological Human Science Via Phenomenological Philosophy: A Phenomenomethodological Approach to Education Research

John Quay, Irena Martinkova and Jim Parry

5. The Challenges of Researching Lived Experience in Education

Erika Goble

Section 2

Introduction to Section 2: Issues and Contexts

Kelly Carabott and Damien Lyons

6. The Best Fit: Methodology, Methods, Process and Outcomes – A Teacher Investigates Her Own Practice.

Karin Greenhead

7. Unexplored Terrain: The Valley Between Creativity and Creative Practice

Megan Workmon Larsen, Danah Henriksen and Rohit Mehta

8. Australian Educational Leader’s Lived Experiences of Power Within Literacy Education

Damien Lyons and Kelly Carabott

9. Towards a Phenomenology of Teacher Responsibility

Alex Kostogriz

10. Making Meaning Through Lived Technological Experiences

Sebnem Cilesiz

11. Using Phenomenology to Understand and Respond to Gender Inequality in Higher Education

Lori Jarmon

Section 3

Introduction to Section 3: Research Applications

Jane Southcott

12. Understanding the Experiences of International Doctoral Students: Charting

A Troubled Geography of Doctoral Supervision

Janinka Greenwood

13. "I Can’t Do Without My Poetry": A Post-Qualitative, Phenomenological Investigation of a Poetry Class of Older Australians 

Edwin Creely and Jane Southcott

14. Truth-Telling Through Phenomenological Inquiry

Davina Woods

15. Stem Inspiration: A Phenomenological Investigation Exploring Beyond the Solution

Roland Gesthuizen, Gillian Kidman, Hazel Tan, Dominador Mangao, and Simone Macdonald

16. Phenomenology: The Missing Pieces of the Puzzle in Educational Psychology

Stella Laletas and Christine Grove

Conclusion

Edwin Creely, Jane Southcott, Kelly Carabott and Damien Lyons

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Editor(s)

Biography

Edwin Creely is a Lecturer in the Faculty of Education at Monash University, Australia. His research interests include creativity, poetry, literacy, digital pedagogy and school leadership. Edwin has a strong interest in phenomenological research and theory, as well as ethnography, and explores new models for educational research.

Jane Southcott is a Professor in the Faculty of Education at Monash University, Australia. As a phenomenologist, Jane researches education, cultural identities and hybridity, and community engagement with the arts focusing on lifelong education. A revisionist historian, Jane researches music education in Australia, Europe, England, and the USA.

Kelly Carabott is an academic in the Faculty of Education at Monash University, Australia. Her research focuses strongly on digital competence, digital pedagogies, literacy learning, and partnership work. Kelly draws on her experiences of being an early childhood, primary and tertiary teacher and also an academic to focus her phenomenological work.

Damien Lyons is a Lecturer in the Faculty of Education at Monash University, Australia. He is a qualitative researcher with expertise in Hermeneutic Phenomenology and Narrative Inquiry. Damien's research interests focus on pedagogies for 21st century literacy teaching and learning. Currently Damien is investigating literacy transitions between primary and secondary school using phenomenology.