Phenomenology is the study of "phenomena" - it is a s study of conscious experience of a specific phenomena or object. The focus of the study is the subjective observer and their individual conscious experience and the meaning of this experience.
Phenomenology is a branch of philosophy. Championed by philosophers such as Husserl, Heidegger, Merlau-Ponty and Satre in the 20th century these men believe phenomenology is the foundation of all philosophy (rather than just another branch of philosophy).
The other branches of philosophy are:
Epistemology (knowledge)
Ontology (being or what is)
Logic (reasoning)
Ethics (right and wrong)
Phenomenology allows us to appreciate first-hand experiences of students and recognise they are all different. Phenomenology is also important when considering the positionally of the researcher. Each researcher will have a different conscious experience of a given phenomena or object and therefore their phenomenological approach affects the research they undertake.
Tuesday, March 6, 2018
Notes related to Toni Lazarova's guest talk
You can contact Toni at antonia_lazarova_@hotmail.com
Whiteboards related to her presentation:
Our wonderful guest speakers for next week!
Joanne Price
I, Joanne Price, am an educator in
“abeyance”: privileged to have had the opportunity to study and journey with many
of the root-prints of this elusive word.
I was taken, alone, on a move to one of the
really dark backgrounds of our age. It was traumatic to learn about the losses
that happen to forgotten peoples in our own homelands. Even on encountering
many of my ancestors, especially creatives and lesbians who were not seduced
into thinking they had to conform or escape, I felt tremendous loss. A loss of life,
land, and language from realising that although we were raised to respect
nature, we still weren’t aware of the power of relationships among people and
places, spirits, trees, waters, wildlife, and wild plants. It was really tough
because I encountered thinking that exacerbated climate change and directed violence
toward others including the non-human and more-than-human worlds.
And yet this journey is also teaching patience,
to remain hopeful when the response is slower than it should be. To let go of
the temptation to present lies and withdrawals, and stay still enough to encounter
an enduring silence capable of ushering us closer to the wonder, wisdom, and
infinite possibilities of the past. Moving us into an era of true stewardship
because the wonderful thing is, the response is growing and all together it is
going to be healing for Wales and Canada and the relationships with our only
home.
As a passionate advocate of life’s diversity,
I am for the land and ancestors past, present, and future. I am for the
protection of sacred places and their capacity to nourish the well-being of all
those who feel different. We must learn to walk our own paths, have the courage
to sing our own songs, and find the words to gift this world its fullest and
richest meaning.
*****************************************************
Philip Kimani Karangu was born and raised in Kenya. Philip, a current first year PhD student at UBC completed his Master of Arts in Curriculum Studies at UBC in 2017. His research focused (and will continue) on improving education in refugee camps around the globe such as Dadaab in Kenya (world’s largest refugee camp). He completed his teaching certificate at Machakos Teachers Training College and his Bachelor of Education from Kenyatta University in 2013 (Kenya) with a focus in History and Kiswahili. Philip has taught in primary schools in Kenya and his last position was head teacher and Kiswahili teacher at a charity-run primary school. Introduction to sensory ethnography
First of all, what is meant by terms like ethnography and phenomenology? Where do these practices and ideas come from?
And then, how is visual or sensory ethnography different from more 'classical' ethnography?
How might ethnography, senory/ visual ethnography and phenomenology play into educational research? What stories can these approaches tell that other approaches might leave out?
Homework readings for our March 13 class
Homework readings for Tuesday March 12
This week we'll read 3 articles that focus on visual research approaches that include photo, video, or drawings.
1) O'Donoghue, Donal (2007) "James always hangs out here": making space for place in studying masculinities at school. Visual Studies, 22(1), 62-73.
2) Pink, Sarah (2007) Walking with video. Visual Studies, 22(3), 240-252.
3) Merriman, Brian & Guerin, Suzanne (2006). Children's drawings in child-centered research. Irish Journal of Psychology, 27(1-2), 48-57.
When reading your article, consider the following:
•what does the particular visual research method offers and what it doesn't offer.
•how does this method compare to interviewing both in terms of collection strategies and analysis methods
Tuesday, February 27, 2018
More on triangulation in research
Kwesi mentioned triangulation of data in his research talk this evening. He and I pointed out that, although the image of a triangle has three corners, triangulation can be done with two or more sources, methods, etc. Here is a link with a bit more detailed information in the concept of triangulation in research.
The metaphor of triangulation comes from trigonometry and surveying, where measuring a side and the two contiguous angles of a triangle can give you all the rest of the information about that triangle.
The importance of observing things from several points of view is illustrated by this optical illusion video -- and this silly video about a magic trick. Things are not necessarily what they appear to be at first glance, and a new point of view is what allows you to see the contradictions that point to the truth!
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