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urn:uuid:6bd6e2a3-d139-4f18-b86d-b61f1a2f7951 03 15 9781805114284 00 EB E101 10 01 01 Phenomenography in the 21st Century A Methodology for Investigating Human Experience of the World 1 A01 Gerlese S. Åkerlind Gerlese Åkerlind, PhD, is a professor emerita at the Australian National University (ANU). She was previously Director of the Centre for Educational Development and Academic Methods at the ANU, Director of the Teaching and Learning Centre at the University of Canberra, and a long-term honorary Research Associate of the Oxford Learning Institute at Oxford University. Gerlese has particular expertise in the phenomenographic research tradition, with numerous publications on phenomenographic theory and methods. In addition, her empirical research has primarily used phenomenographic methods, investigating the nature of academic practice, including university teaching, research, research supervision and academic development. 01 eng 00 312 03 04 BF318 10 EDU040000 23 Phenomenography 23 Politics and Sociology 10 EDU037000 23 Human experience 23 Philosophy 10 EDU009000 23 Epistemology 23 Research methodology 10 SOC024000 10 SOC019000 23 Social sciences 23 Educational research 10 PSY030000 10 PHI004000 01 06 03 00 Phenomenography offers a distinctive approach to studying human experience of the world, by highlighting different ways in which the same phenomena (concepts, objects, events) are experienced within any group of people. Phenomenography focuses on the relationship between meaning—people’s holistic understanding of phenomena—and structure, that is the part-whole structure of people’s awareness of phenomena. This structure of awareness then forms the basis for identifying differences in the experienced meaning of phenomena, and how awareness needs to change to allow new meanings to emerge—whether educationally, historically, culturally or socially. Over its 50-year history, there have been substantial advancements in the methods and theoretical assumptions underlying phenomenographic research, but these developments are not always recognised. This book details how the 21st-century practice of phenomenography differs from its earlier iterations, emphasising that earlier works can be misleading when used to justify current research practices.Phenomenography is a developing, not static, approach to social science research, and this book introduces further methodological and theoretical extensions to the research. Although most commonly used in educational research, the potential of phenomenography to contribute to research in other social science disciplines is increasingly being recognised and is further emphasised in this book. In this way, this book is not only essential reading for doctoral students, but will also be of interest to those already experienced in phenomenography, and to social science researchers within and outside the field of education. 04 00 List of tables List of figures Acknowledgments Foreword Preface 1. Introduction to phenomenography and the aims of this book 2. Developments in phenomenography over time: From a research ‘approach’ to a ‘methodology’ 3. Variation in understandings of phenomenography 4. Variation in understandings of structural relationships in phenomenography Study methods 5. Epistemological assumptions in phenomenography: Implications for methods 6. Study design, data gathering and the phenomenographic interview 7. Analysing data and reporting research outcomes 8. Adding further structure to the outcome space: Structural relationships between dimensions of variation 9. Phenomenography and variation theory: The development of complementary traditions 10. Phenomenography and collective awareness: The potential of phenomenography to contribute to the broader social sciences References Index Open Book Publishers 01 Open Book Publishers 04 01 20250210 02 WORLD 06 15 9781805114253 06 15 9781805114260 06 15 9781805114277 06 15 9781805114291 06 15 9781805114284 WORLD 09 Open Book Publishers 20 02 5.99 GBP WORLD