Researching Lived Experience in Education: Misunderstood or Missed Opportunity?
Phenomenological research approaches have become increasingly popular in fields such as psychology, nursing, tourism, and health science but remain underrepresented in education research. This is surprising given that education, a discipline founded on attending to, and building upon, the knowledge...
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| Format: | Article |
| Language: | English |
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SAGE Publishing
2020-07-01
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| Series: | International Journal of Qualitative Methods |
| Online Access: | https://doi.org/10.1177/1609406920942066 |
| _version_ | 1818879325474127872 |
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| author | Emma Farrell |
| author_facet | Emma Farrell |
| author_sort | Emma Farrell |
| collection | DOAJ |
| description | Phenomenological research approaches have become increasingly popular in fields such as psychology, nursing, tourism, and health science but remain underrepresented in education research. This is surprising given that education, a discipline founded on attending to, and building upon, the knowledge and experiences of others, can only benefit from the insights and explication of human experience offered by phenomenological research. One reason for its disfavor may be the oft-intimidating philosophy that underpins, and is critical to the application of, phenomenological approaches to research. This article provides an overview of some of the phenomenology’s key philosophical principles. It pays particular attention to transcendental and hermeneutic phenomenology, their key proponents, and tenets and outlines some similarities and differences between these two phenomenological lineages. Efforts to translate the philosophical principles of phenomenology into an approach to research are discussed, and examples of the application of transcendental and hermeneutic phenomenological approaches to education settings are explored. Once described as more a carefully cultivated thoughtfulness than a technique, phenomenology as a methodology is examined in terms of its trustworthiness and its potential to deepen our Understanding (with a capital U) of the experiences of others. This article acts as a theoretical handrail to support researchers’ first steps into this rich philosophical and theoretical terrain with a view to encouraging increased adoption of this approach to research in education settings. |
| first_indexed | 2024-12-19T14:28:17Z |
| format | Article |
| id | doaj.art-9ab054bb98ef4c51bddee09f066fdf3b |
| institution | Directory Open Access Journal |
| issn | 1609-4069 |
| language | English |
| last_indexed | 2024-12-19T14:28:17Z |
| publishDate | 2020-07-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | International Journal of Qualitative Methods |
| spelling | doaj.art-9ab054bb98ef4c51bddee09f066fdf3b2022-12-21T20:17:33ZengSAGE PublishingInternational Journal of Qualitative Methods1609-40692020-07-011910.1177/1609406920942066Researching Lived Experience in Education: Misunderstood or Missed Opportunity?Emma Farrell0 School of Education, University College Dublin, Belfield, IrelandPhenomenological research approaches have become increasingly popular in fields such as psychology, nursing, tourism, and health science but remain underrepresented in education research. This is surprising given that education, a discipline founded on attending to, and building upon, the knowledge and experiences of others, can only benefit from the insights and explication of human experience offered by phenomenological research. One reason for its disfavor may be the oft-intimidating philosophy that underpins, and is critical to the application of, phenomenological approaches to research. This article provides an overview of some of the phenomenology’s key philosophical principles. It pays particular attention to transcendental and hermeneutic phenomenology, their key proponents, and tenets and outlines some similarities and differences between these two phenomenological lineages. Efforts to translate the philosophical principles of phenomenology into an approach to research are discussed, and examples of the application of transcendental and hermeneutic phenomenological approaches to education settings are explored. Once described as more a carefully cultivated thoughtfulness than a technique, phenomenology as a methodology is examined in terms of its trustworthiness and its potential to deepen our Understanding (with a capital U) of the experiences of others. This article acts as a theoretical handrail to support researchers’ first steps into this rich philosophical and theoretical terrain with a view to encouraging increased adoption of this approach to research in education settings.https://doi.org/10.1177/1609406920942066 |
| spellingShingle | Emma Farrell Researching Lived Experience in Education: Misunderstood or Missed Opportunity? International Journal of Qualitative Methods |
| title | Researching Lived Experience in Education: Misunderstood or Missed Opportunity? |
| title_full | Researching Lived Experience in Education: Misunderstood or Missed Opportunity? |
| title_fullStr | Researching Lived Experience in Education: Misunderstood or Missed Opportunity? |
| title_full_unstemmed | Researching Lived Experience in Education: Misunderstood or Missed Opportunity? |
| title_short | Researching Lived Experience in Education: Misunderstood or Missed Opportunity? |
| title_sort | researching lived experience in education misunderstood or missed opportunity |
| url | https://doi.org/10.1177/1609406920942066 |
| work_keys_str_mv | AT emmafarrell researchinglivedexperienceineducationmisunderstoodormissedopportunity |