ERIC Number: EJ1261641
Record Type: Journal
Publication Date: 2020
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-1857
EISSN: N/A
Phenomenology and Phenomenography in Educational Research: A Critique
Educational Philosophy and Theory, v52 n10 p1077-1096 2020
The use of phenomenology and phenomenography as a method in the educational research literature has risen in popularity, particularly by researchers who are interested in understanding and generating knowledge about first-person events, or the lived experiences of students in certain educational contexts. With the rise of phenomenology and phenomenography as a method, some conceptual mistakes and associated confusion have also arisen; however, accounts examining both are limited. As a result, this paper will be concerned with the discussion of two issues: (1) for the sake of conceptual clarity, I provide a brief outline of phenomenology and phenomenography; and, (2) I then turn my attention to a critical discussion of phenomenography. In the latter case, I argue that when phenomenography departs from phenomenology it actually weakens its legitimacy as an approach to research. In order to overcome this problem, I argue that it makes sense to consolidate phenomenography within the broader research agenda of phenomenology which extends on the work of Husserl. Of course, the caveat to this idea is contingent upon a significant shift within phenomenography so it closely aligns itself with phenomenological principles and methods. As a way forward, I offer "research direction" to those who may be interested in the study of human experience by opening-up interdisciplinary dialogue about phenomenology, and at the same time I explore core methods used in phenomenology that extend on the continental tradition of phenomenology.
Descriptors: Phenomenology, Research Methodology, Educational Research, Philosophy, Interdisciplinary Approach, Comparative Analysis
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A