Additional information
by Mark D. Vagle (Author)
Building off the success of its award-winning first edition, the second edition of Crafting Phenomenological Research continues to be the leading resource for those interested in a concise introduction to phenomenological research in education and social sciences.
Joining leading contemporary practitioners, such as van Manen, Giorgi, and Dahlberg, Vagle walks the reader through multiple approaches to designing and implementing phenomenological research, including his post-intentional phenomenology, which incorporates elements of post-structural thinking into traditional methods. Vagle provides readers with methodological tools to build their own phenomenological study, addressing such issues as research design, data gathering and analysis, and writing.
Replete with exercises for students, resources for further research, and examples of completed phenomenological studies, this book affords the instructor an easy entrée into introducing phenomenology into courses on qualitative research, social theory, or educational research.
New to this edition:
- An additional first chapter that outlines the historical background of phenomenological philosophy and methodology.
- A feature called "snapshots" that provides brief commentary and/or examples to illustrate concepts and ideas.
- Updated "resource digs" providing more examples, with the addition of more international resources.
Author Biography
Mark D. Vagle is Professor of Curriculum and Instruction at the University of Minnesota, USA. He has written extensively on phenomenological research in journals such as Qualitative Inquiry, The International Journal of Qualitative Studies in Education, The Journal of Curriculum Studies, Cultural Studies - Critical Methodologies, Field Methods, and Teaching Education, and regularly teaches university courses and professional workshops on the subject. Currently, Vagle is using his conception of post-intentional phenomenology to critically examine various ways in which issues related to social class take concrete (lived) shape in the curriculum and pedagogies of elementary education.
