1st Edition

Phenomenological Inquiry in Education Theories, Practices, Provocations and Directions

    290 Pages 16 B/W Illustrations
    by Routledge

    290 Pages 16 B/W Illustrations
    by Routledge

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    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.


    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


    Edwin Creely, Jane Southcott, Kelly Carabott and Damien Lyons


    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.