A narrative approach exploring phenomenology in education and educational research: The use and abuse of phenomenology
Date
2026
Authors
Stolz, S.A.
Thorburn, M.
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Journal article
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Educational Philosophy and Theory, 2026; 58(4):309-327
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Steven A. Stolz and Malcolm Thorburn
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Abstract
This paper utilises a narrative approach to explore how phenomenology is often used in education and educational research, with the aim of opening-up a serious debate concerning the ‘use’ and the ‘abuse’ of phenomenology in non-philosophical contexts. We argue that this is necessary given the waywardness of methodological rigour and the weaknesses of over reliance on descriptive remembrances of experience that are problematically privileged, which often characterise current attempts to merge phenomenological theory with educational research. We employ two fictional dialogues to emphasise and highlight how discussion around the complexities of engagement with phenomenological thinking can be beneficial or otherwise. These fictional dialogues accentuate the need for academic carefulness in the way language is used and in terms of expectation of what is interpretively possible within an overarching context that seeks to cultivate a deeper epistemic-practical relationship that is underpinned by a nuanced deployment of phenomenology methods in non-philosophical contexts.
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© 2025 Philosophy of Education Society of Australasia