Table Of ContentPHENOMENOLOGICAL INQUIRY
IN EDUCATION
Phenomenological Inquiry in Education is an edited collection of 16 chapters that
offers a fascinating and diverse range of approaches and views about phenomeno-
logical inquiry as applied in educational research.
Written by a group of international scholars concerned about understand-
ing lived experience, the editors assemble theoretical ideas, methodological
approaches and empirical research to create a distinctive transdisciplinary out-
look. 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 experi-
ence 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 educa-
tional 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 phe-
nomenological research in education which brings attention to lived experience
and the highly important affective dimension of learning.
Edwin Creely is a Lecturer in the Faculty of Education at Monash University,
Australia. His research interests include creativity, poetry, literacy, digital ped-
agogy and school leadership. Edwin has a strong interest in phenomenological
research and theory, as well as ethnography, and explores new models for edu-
cational research.
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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 Univer-
sity, Australia. Her research focuses strongly on digital competence, digital ped-
agogies, 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 phe-
nomenology and narrative inquiry. Damien’s research interests focus on ped-
agogies for 21st century literacy teaching and learning. Currently Damien is
investigating literacy transitions between primary and secondary school using
phenomenology.
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PHENOMENOLOGICAL
INQUIRY IN EDUCATION
Theories, Practices,
Provocations and Directions
Edited by Edwin Creely, Jane Southcott,
Kelly Carabott and Damien Lyons
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First published 2021
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
52 Vanderbilt Avenue, New York, NY 10017
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2021 selection and editorial matter, Edwin Creely, Jane Southcott,
Kelly Carabott and Damien Lyons; individual chapters, the contributors
The right of Edwin Creely, Jane Southcott, Kelly Carabott and Damien
Lyons to be identified as the authors of the editorial material, and of the
authors for their individual chapters, has been asserted in accordance
with sections 77 and 78 of the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced
or utilised in any form or by any electronic, mechanical, or other
means, now known or hereafter invented, including photocopying and
recording, or in any information storage or retrieval system, without
permission in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks
or registered trademarks, and are used only for identification and
explanation without intent to infringe.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging-in-Publication Data
Names: Creely, Edwin, editor. | Southcott, Jane, editor. | Carabott, Kelly,
editor. | Lyons, Damien, editor.
Title: Phenomenological inquiry in education : theories, practices,
provocations and directions / edited by Edwin Creely, Jane Southcott,
Kelly Carabott and Damien Lyons.
Description: New York : Routledge, 2021. | Includes bibliographical
references and index.
Identifiers: LCCN 2020038202 (print) | LCCN 2020038203 (ebook) | ISBN
9780367250324 (Hardback) | ISBN 9780367250317 (Paperback) | ISBN
9780429285646 (eBook)
Subjects: LCSH: Education--Philosophy. | Phenomenology. | Educational
psychology.
Classification: LCC LB14.7 .P53 2021 (print) | LCC LB14.7 (ebook) | DDC
370.1--dc23
LC record available at https://lccn.loc.gov/2020038202
LC ebook record available at https://lccn.loc.gov/2020038203
ISBN: 978-0-367-25032-4 (hbk)
ISBN: 978-0-367-25031-7 (pbk)
ISBN: 978-0-429-28564-6 (ebk)
Typeset in Bembo
by KnowledgeWorks Global Ltd.
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CONTENTS
Figures and tables viii
Contributors x
Introduction xv
SECTION 1
Introduction to section 1: Theoretical considerations 1
Edwin Creely
1 Some possible ways into the question of how a phenomenology
of education might be 5
Stuart Grant
2 Epoché and objectivity in phenomenological meaning:
Making in educational research 21
Leon De Bruin
3 Walking into the posts 36
Jennifer J. Clifden and Mark D. Vagle
4 Phenomenological human science via phenomenological
philosophy: A phenomenomethodological approach
to education research 52
John Quay, Irena Martinkova and Jim Parry
5 The challenges of researching lived experience in education 68
Erika Goble
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vi Contents
SECTION 2
Introduction to section 2: Issues and contexts 83
Kelly Carabott and Damien Lyons
6 The best fit: Methodology, methods, process and
outcomes – a teacher investigates her own practice 87
Karin Greenhead
7 Unexplored terrain: The valley between creativity
and creative practice 104
Megan Workmon Larsen, Danah Henriksen and Rohit Mehta
8 Australian educational leader’s lived experiences of power
within literacy education 119
Damien Lyons and Kelly Carabott
9 Towards a phenomenology of teacher responsibility 135
Alex Kostogriz
10 Making meaning through lived technological experiences 148
Sebnem Cilesiz
11 Using phenomenology to understand and respond to gender
inequality in higher education 161
Lori Jarmon
SECTION 3
Introduction to section 3: Research applications 173
Jane Southcott
12 Understanding the experiences of international doctoral students:
Charting a troubled geography of doctoral supervision 177
Janinka Greenwood
13 “I can’t do without my poetry”: A post-qualitative,
phenomenological investigation of a poetry class
of older Australians 196
Edwin Creely and Jane Southcott
14 Truth-telling through phenomenological inquiry 210
Davina Woods
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Contents vii
15 STEM inspiration: A phenomenological investigation
exploring beyond the solution 225
Roland Gesthuizen, Gillian Kidman, Hazel Tan,
Dominador Mangao and Simone Macdonald
16 Phenomenology: The missing pieces of the puzzle
in educational psychology 243
Stella Laletas and Christine Grove
Conclusion 256
Index 259
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FIGURES AND TABLES
Figures
3.1 River at Ballynahinch Castle, Connemara, Ireland 46
4.1 Two meanings of phenomenon 55
4.2 Phenomenological concepts and traditional concepts 60
4.3 Two phenomenomethodological directions 62
6.1 This figure from the thesis shows the tripartite nature of DE,
the supporting theories and principles (derived from the practice)
and its applications 88
6.2 The DR process as shown in the thesis 90
12.1 [Tuki’s map], HM830/1793a, S13–151b, Hocken collections,
Uare Taoka o Ha¯kena, University of Otago 179
12.2 Gains from the doctorate 186
12.3 Development and value of a learning community 188
15.1 Maker-box with manipulatives 229
15.2 Some were thinking, some were tinkering 230
15.3 Playing with a solution prototype 233
15.4 Graphing distance vs magnetic field strength 234
15.5 I can work this out myself 235
15.6 The scientist and the mathematician 236
15.7 A learning conveyor model to enable learning growth 240
Tables
6.1 The list of tables as it appears in the thesis 96
6.2 The engines of dialogue 98
7.1 Interview participant overview 108
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Figures and tables ix
11.1 Phenomenology data analytical approach 166
11.2 Perceptions of the glass ceiling for women in higher education 167
11.3 Tools and resources needed 169
11.4 Overcoming obstacles and advice in higher education 170
15.1 Participants and contexts 228
15.2 Mapping domains and teaching to emergent learnings 237
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