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- W4308146786 abstract "In recent years there has been a notable increase in the use of phenomenology as a research method, particularly in educational research. With the rise of phenomenology as a research method, confusion has also arisen concerning what counts as phenomenology, and how best to practice phenomenological research in non-philosophical contexts. Consequently, this article will be concerned with three issues: firstly, to contextualise the debate, I provide a brief overview of three popular and influential approaches to phenomenology as a research method: (1) Giorgi’s descriptive phenomenological method; (2) van Manen’s hermeneutic phenomenology; and, (3) Smith’s interpretative phenomenological analysis; secondly, for the sake of conceptual clarity, I then turn my attention to a critical discussion of these approaches and argue that these approaches tend to converge phenomenology into either a descriptive or interpretative focus that essentially transforms phenomenology into a kind of solipsist subjectivism; and, lastly, to progress the debate forward, I argue that it makes sense to look beyond the qualitative or educational research literature to successful applications of phenomenology in non-philosophical contexts because there are plenty of relevant resources that can offer significant theoretical and methodological support to researchers." @default.
- W4308146786 created "2022-11-08" @default.
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- W4308146786 date "2022-11-02" @default.
- W4308146786 modified "2023-09-30" @default.
- W4308146786 title "The practice of phenomenology in educational research" @default.
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- W4308146786 doi "https://doi.org/10.1080/00131857.2022.2138745" @default.
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