On investigating phenomena without losing sight of them: The dialectics of observation and the phenomenological gaze in a kindergarten setting

ABSTRACT

In this article, the authors address some of the scientific challenges associated with using observation as a research method. The authors ask how researchers contextualise and understand observation in terms of its theoretical underpinnings and how it is conducted. Using a vignette in the kindergarten context, the authors explore how observation as a research method requires theoretical reflection in and on observational work. They discuss the role of the observing researcher in a dialectical position and process. The researchers discuss both the dependency on – and the critical suspension of preunderstanding that is necessary for – conducting observations. In addition to being grounded in the researcher’s own embodied position, observation is directed towards something/somebody and by somebody. The researchers are simultaneously also observed by those they are observing. The conclusion assumes that reciprocity in the understanding of observation contributes to knowledge and discussions about credibility and validity in qualitative research based on observation.

KEYWORDS:

• methodology
• observation
• phenomenology
• the blind spot
• embodied position

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. The phenomenological position bridges materialistic and idealistic positions.

2. This kindergarten was established in 1851 and still exists, and the building still has the same fence and other exterior as described in the vignette. We have chosen to anonymise the city and kindergarten.

3. The English website: https://www.hvl.no/en/project/400450/

4. This is not the person’s actual name. We have chosen a pseudonym to anonymise the person.

Additional information

Notes on contributors

Jorunn Spord Borgen

Jorunn Spord Borgen is a professor at University of South-Eastern Norway (USN) and Western University of Applied Sciences (HVL), Norway. Her professional field of competence and research interest is within cultural studies, pedagogy, learning and teaching in kindergarten, in school, and in higher education, and educational policy and practice. She is an experienced teacher and supervisor for students (MA, PhD) and an experienced research project manager nationally and internationally.

Gunn Engelsrud

Gunn Engelsrud is a professor at Western University of Applied Sciences (HVL), Norway and a member of the Faculty for Pedagogical Practices, Culture and Sport at the Institute for Sport, Nutrition and Sciences. She has a PhD in pedagogy from the University of Oslo from 1991. Her professional field of competence is within pedagogy, learning and teaching in higher education, phenomenology and qualitative research. Her current research interest focus on phenomenological studies of PE and aspects of learning, meaning making and communication. She is an experienced teacher and supervisor for students (MA, PhD) within Health Sciences, Physical Education, Dance- and Movement studies.