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Introducing postphenomenological research: a brief and selective sketch of phenomenological research methods

Aagaard, Jesper

International journal of qualitative studies in education, 2017-07, Vol.30 (6), p.519-533 [Periódico revisado por pares]

Abingdon: Routledge

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  • Título:
    Introducing postphenomenological research: a brief and selective sketch of phenomenological research methods
  • Autor: Aagaard, Jesper
  • Assuntos: Educational Technology ; Hermeneutics ; materiality ; mediation ; Mediation Theory ; Perception ; Phenomenological research ; Phenomenology ; Philosophy ; Qualitative Research ; Research Methodology
  • É parte de: International journal of qualitative studies in education, 2017-07, Vol.30 (6), p.519-533
  • Descrição: In time, phenomenology has become a viable approach to conducting qualitative studies in education. Popular and well-established methods include descriptive and hermeneutic phenomenology. Based on critiques of the essentialism and receptivity of these two methods, however, this article offers a third variation of empirical phenomenology: Postphenomenology. The article introduces postphenomenology, a philosophy of technology that highlights the importance of technological mediation of experience: Technologies transform our perceptions (amplify/reduce) and translate our actions (invite/inhibit). Based on this framework, two approaches to empirical fieldwork are suggested: In-depth exploration of the typical use of a given technology and critical comparison of multiple versions of a technology. It is argued that using postphenomenology as a research method helps researchers explore technological mediation, a vital and oft-neglected aspect of educational practice, but the method simultaneously entails epistemological commitments such as multistability, reflexivity, and posthumanism. The article concludes by discussing future challenges for the postphenomenological method.
  • Editor: Abingdon: Routledge
  • Idioma: Inglês
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