161
Views
0
CrossRef citations to date
0
Altmetric
Articles

Experiential criticism: a methodology for researching experience in education

ORCID Icon
Pages 201-221 | Received 10 Dec 2021, Accepted 18 Jun 2023, Published online: 04 Aug 2023

References

  • Ashworth, P. and Lucas, U., 2006. What is the ‘world’ of phenomenography? Scandinavian journal of educational research, 42 (4), 415–431.
  • Benham, B.J., Giesen, P. and Oakes, J., 1980. A study of schooling: students’ experiences in schools. Phi delta kappan, 61 (5), 337–340.
  • Bobbitt, F., 1918. The curriculum. Houghton Mifflin.
  • Bode, B.H., 1927. Modern educational theories. Macmillan.
  • Boyd, R., 2021. Black boys’ experiences of exclusion and reintegration in mainstream secondary schools. Educational & child psychology, 38 (2), 53–70.
  • Boylorn, R. and Orbe, M.P., eds., 2021. Critical autoethnography: intersecting cultural identities in everyday life. 2nd ed. Routledge.
  • Brown, L. and Durrheim, K., 2009. Different kinds of knowing: generating qualitative data through mobile interviewing. Qualitative inquiry, 15 (5), 911–930.
  • Bullough, R.V. and Pinnegar, S., 2001. Guidelines for quality in autobiographical forms of self-study research. Educational researcher, 30 (3), 13–21.
  • Burkhardt, H. and Schoenfeld, A.H., 2003. Improving educational research: toward a more useful, more influential, and better-funded enterprise. Educational researcher, 32 (9), 3–14.
  • Caslin, M., 2022. We may be listening but are we ready to hear? A reflection of the challenges encountered when seeking to hear the educational experiences of excluded young people within the confines of the English education system. International journal of research & method in education, 46 (1), 83–97.
  • Charters, W.W., 1923. Curriculum construction. Macmillan.
  • Common Core State Standards Initiative. 2020. Preparing America’s students for college and career. Available from: http://www.corestandards.org/.
  • Csikszentmihalyi, M., 1990. Flow: the psychology of optimal experience. Harper Perennial.
  • Davies, M., 2011. Concept mapping, mind mapping and argument mapping: what are the differences and do they matter? Higher education, 62, 279–301.
  • Dewalt, K.M. and Dewalt, B.R., 2011. Participant observation: a guide for fieldworkers. 2nd ed. Altamira Press.
  • Dewey, J., 1910. How we think. D.C. Heath and Co.
  • Dewey, J., 1916. Democracy and education: an introduction to the philosophy of education. Macmillan Company.
  • Dewey, J., (1934) 2005. Art as experience. Perigee Books.
  • Dewey, J., 1938. Experience and education. Kappa Delta Pi.
  • Dieumegard, G., de Vries, E., and Perrin, N., 2021. The ‘course-of-action’ method in the study of lived experience of learners. International journal of research & method in education, 44 (1), 67–81.
  • Edwards, J., 2021. Ethical autoethnography: is it possible? International journal of qualitative methods, 20, 1–6.
  • Eisner, E., 1976. Educational connoisseurship and criticism: their form and function in educational evaluation. Journal of aesthetic education, 10 (3/4), 135–150.
  • Eisner, E., (1985) 2005. Aesthetic modes of knowing. In: Re-imagining schools: the selected works of Elliot W. Eisner. Routledge, 96–104.
  • Eisner, E., 1985. The educational imagination: on the design and evaluation of school programs. 2nd ed. Macmillan Publishing Company.
  • Eisner, E., 1988. The primacy of experience and the politics of method. Educational researcher, 17 (5), 15–20.
  • Eisner, E., 1994. Cognition and curriculum reconsidered. 2nd ed. Teachers College Press.
  • Eisner, E., 1997. The promise and perils of alternative forms of data representation. Educational researcher, 26 (6), 4–10.
  • Eisner, E., 1998. The enlightened eye: qualitative inquiry and the enhancement of educational practice. Prentice Hall.
  • Ellis, C., 2004. The ethnographic I: a methodological novel about autoethnography. AltaMira Press.
  • Emerson, R.M., Fretz, R.I., and Shaw, L.L., 1995. Writing ethnographic fieldnotes. University of Chicago Press.
  • Fetterman, D.M., 1998. Ethnography: step by step. 2nd ed. Applied social research methods series, 17. Sage.
  • Fruja Amthor, R. and Roxas, K., 2016. Multicultural education and newcomer youth: re-imagining a more inclusive vision for immigrant and refugee students. Educational studies, 52 (2), 155–176.
  • Geismar, H., 2014. Drawing it out. Visual anthropology review, 30 (2), 97–113.
  • Goble, E., 2020. The challenges of researching lived experience in education. In: E. Creely, J. Southcott, K. Carabott, and D. Lyons, eds. Phenomenological inquiry in education: theories, practices, provocations and directions. Routledge.
  • Goldstein, B.M., 2007. All photos lie: images as data. In: Gregory C. Stanczak, ed. Visual research methods: image, society, and representation. Sage, 61–81.
  • Gripton, C. and Vincent, K., 2021. Using small world toys for research: a method for gaining insight into children’s lived experiences of school. International journal of research & method in education, 44 (3), 225–240.
  • Haggerty, K.D., 2004. Ethics creep: governing social science research in the name of ethics. Qualitative sociology, 27 (4), 391–414.
  • Heidegger, M., (1953) 1996. Being and time. Translated by J. Stambaugh. State University of New York Press.
  • Husserl, E., 1964. The phenomenology of internal time-consciousness. Indiana University Press.
  • Ingman, B.C., 2013. Rethinking the adventure education experience: An inquiry of meanings, culture and educational virtue. PhD diss. University of Denver.
  • Ingman, B.C., 2018. Adventure education as aesthetic experience. Journal of adventure education and outdoor learning, 18 (4), 323–337.
  • Ingman, B.C., 2019. Novelty and educational experience. The curriculum journal, 30 (1), 69–90.
  • Ingman, B.C., 2021. Cultural interchange in adventure education: exploring the interaction of participants and institutional cultures. Journal of adventure education and outdoor learning, 21 (1), 17–34.
  • Ingman, B.C. and Moroye, C.M., 2019. Experience-based objectives. Educational studies, 55 (3), 346–367.
  • Jackson, P., 1968. Life in classrooms. Holt, Rinehart, & Winston, Inc.
  • James, W., 1907. Pragmatism. A new name for some old ways of thinking (Lecture II). New York.
  • Knoblauch, H. and Tuma, R., 2011. Videography: An interpretative approach to video-recorded micro-social interaction. In: E. Margolls and L. Pauwels, eds. The SAGE handbook of visual research methods. Sage, 414–430.
  • Kolb, D.A., 2014. Experiential learning: experience as the source of learning and development. FT Press.
  • Koslouski, J.B. and Stark, K., 2021. Promoting learning for students experiencing adversity and trauma. The elementary school journal, 121 (3), 430–453.
  • Leavy, P., 2015. Method meets art: arts-based research practice. 2nd ed. The Guilford Press.
  • Lee, S.J., Park, E., and Wong, J.-H.S., 2017. Racialization, schooling, and becoming American: Asian American experiences. Educational studies, 53 (5), 492–510.
  • Lincoln, Y.S. and Guba, E., 1985. Naturalistic inquiry. Sage Publications.
  • MacDonald, A., 2009. Drawing stories: the power of children’s drawings to communicate the lived experience of starting school. Australian journal of early childhood, 34 (2), 40–49.
  • Mager, R.F., 1962. Preparing instructional objectives: a critical tool in the development of effective instruction. Fearon Publishers.
  • Marton, F., 1981. Phenomenography – describing conceptions of the world around us. Instructional science, 10, 177–200.
  • Moran, D., 2000. Introduction to phenomenology. Routledge.
  • Moroye, C.M., 2009. Complementary curriculum: the work of ecologically minded teachers. Journal of curriculum studies, 41 (6), 789–811.
  • Mortlock, C., 1978. Adventure education. Ferguson of Kreswick.
  • Ngo, B., 2017. The costs of ‘living the dream’ for Hmong immigrants: the impact of subtractive schooling on family and community. Educational studies, 53 (5), 450–467.
  • No Child Left Behind Act of 2001, H.R. 1, 107th Cong. 2001.
  • Noddings, N., 2003. Happiness and education. Cambridge University Press.
  • O'Reilly, K., 2009. Key concepts in ethnography. Sage.
  • Payne, E., 2010. Sluts: heteronormative policing in the stories of lesbian youth. Educational studies, 46 (3), 317–336.
  • Peters, M.A., et al., 2020. China’s internationalized higher education during COVID-19: collective student autoethnography. Postdigital science and education, 2, 968–988.
  • Phenix, P.H., 1964. Realms of meaning. McGraw-Hill Book Company.
  • Race to the Top Act of 2010, S. 844, 112th Cong. 2010.
  • Rose, J. and Todd, L., 2021. Changing landscapes of educational research. International journal of research & method in education, 44 (1), 1–2.
  • Rossman, G.B. and Rallis, S.F., 2012. Learning in the field: an introduction to qualitative research. 3rd ed. Sage.
  • Roy, R. and Uekusa, S., 2020. Collaborative autoethnography: ‘self-reflection’ as a timely alternative research approach during the global pandemic. Qualitative research journal, 20 (4), 383–392.
  • Seidman, I., 2006. Interviewing as qualitative research: a guide for researchers in education and the social sciences. 3rd ed. Teachers College Press.
  • Shaw, P.A., 2021. Photo-elicitation and photo-voice: using visual methodological tools to engage with younger children’s voices about inclusion in education. International journal of research & method in education, 44 (4), 337–351.
  • Smiley, S., 2015. Field recording or field observation? Audio meets method in qualitative research. The qualitative report, 20 (11), 1812–1822.
  • Smith, J.A., 2018. ‘Yes it is phenomenological’: a reply to Max Van Manen’s critique of interpretative phenomenological analysis. Qualitative health research, 28 (12), 1955–1958.
  • Starr, L.J., 2010. The use of autoethnography in educational research: locating who we are in what we do. Canadian journal for new scholars in education, 3 (1), 1–9.
  • Steck, A.K. and Perry, D., 2017. Challenging heteronormativity: creating a safe and inclusive environment for LGBTQ students. Journal of school violence, 17 (2), 227–243.
  • Townsend Carlson, K., 2006. Poverty and youth violence exposure: experiences in rural communities. Children & schools, 28 (2), 87–96.
  • Tyler, R.W., 1949. Basic principles of curriculum and instruction. University of Chicago Press.
  • Uhrmacher, P.B., 1997. The curriculum shadow. Curriculum inquiry, 27 (3), 317–329.
  • Uhrmacher, P.B., 2002. An education of meaning. Curriculum and teaching dialogue, 4 (1), 67–73.
  • Uhrmacher, P.B., Moroye, C.M., and Flinders, D.J., 2017. Using educational criticism and connoisseurship for qualitative research. Routledge.
  • van Manen, M., 1990. Researching lived experience. State University of New York Press.
  • van Manen, M., 2017. But is it phenomenology? Qualitative health research, 27 (6), 775–779.
  • West, C., 1989. The American evasion of philosophy: a genealogy of pragmatism. University of Wisconsin Press.
  • Whitehead, A.N., 1929. The aims of education and other essays. MacMillan Publishing Co., Inc.
  • Wilber, K., 1999. The marriage of sense and soul: integrating science and religion. Broadway Books.
  • Williams, H., 2020. Analytic phenomenology (or ‘what it is like’) vs. Husserlian phenomenology. Frontiers in philosophy in China, 15 (3), 427–450.
  • Willis, A.S., 2018. The efficacy of phenomenography as a cross-cultural methodology for educational research. International journal of research & method in education, 41 (5), 483–499.
  • Yates, A., et al., 2021. High school students’ experience of online learning during Covid-19: the influence of technology and pedagogy. Technology, pedagogy, and education, 30 (1), 59–73.
  • Zahavi, D., 2017. Husserl’s legacy: phenomenology, metaphysics, and transcendental philosophy. Oxford University Press.
  • Zahavi, D., 2019. Getting it quite wrong: van Manen and Smith on phenomenology. Qualitative health research, 29 (6), 900–907.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.