Questioning the white body: on applying a phenomenological mode of inquiry to whiteness studies in education

Abstract

The racialized body is of obvious, or at least implicit, concern for the qualitative study of Whiteness in education. Whiteness, as an organizing principle that conditions normative ways of being in society, is predicated upon the raced body as a social signifier. It is curious then, that the body remains under-examined and not treated as a serious analytic. How bodies interact in real time—how educational spaces are brought to life—are left to the analytical wayside in favor of reflective approaches. This paper questions prominent approaches to studying Whiteness in education, and subsequently proposes expanding the methodological repertoire to encompass a phenomenology of racial embodiment as a way to make-meaning of the subtle interactions between bodies unfolding in unique educational places.     

Science Teaching as Educational Interrogation of Scientific Research

The main argument of this article is that science teaching based on a pedagogy of questions is to be modeled on a hermeneutic conception of scientific research as a process of the constitution of texts. This process is spelled out in terms of hermeneutic phenomenology. A text constituted by scientific practices is at once united by a hermeneutic fore-structure and scattered in a diversity of spaces of representation. The educational questioning that should reveal the interpretative aspects of the textualization of scientific research consists of four groups of issues. The ultimate aim of this kind of science teaching is the education of ‘internal critics of science' who are able to make explicit hidden possibilities of doing research.     

Doing phenomenology in science education: a research review

This article is a review of applications of phenomenology, as a philosophy of knowledge and qualitative research approach, to the field of science education (SE). The purpose is to give an overview of work that has been done as well as to assess it and discuss its possibilities of future development. We ask: what attempts for connecting phenomenology and SE do we find in the research literature, and what possible effects could such connections have for teaching and learning? In approaching this field we distinguish between three sources of phenomenological SE: (1) Goethe’s phenomenology of nature; (2) philosophical phenomenology; and (3) anthropological phenomenology. Existing research based on phenomenological approaches is categorised as phenomenology of SE, phenomenology in SE, and phenomenology and SE integrated. Research examples from each category are critically evaluated and discussed. Finally we discuss the question of the relevance of phenomenology to science teaching. Our review indicates that phenomenology has considerable potential as a method for investigating science learning as a holistic process. It also seems that phenomenology and SE meet most fruitfully when phenomenology is done in the classroom, that is, when it is turned into actual efforts for promoting learning.     

从《中庸章句》引注看朱熹经典诠释的原则

《中庸章句》共引注9家24处,含汉魏古注和宋儒之注。朱熹秉持公正的经学观、正视汉魏经学功绩并予以合理评述;其善集注家之长,引郑玄、王肃注多聚焦章句训诂和简明解语。引程子注最多,但未标明是程颢或程颐,有和会二程之意注经的做法;引注多出自《程氏遗书》《程氏外书》,《二程集·中庸解》撰者实为吕大临,朱引程子注不出于此。朱熹对杨时、游酢、侯仲良学养多有嘉许,但因他们解《中庸》杂糅佛老思想、偏离圣人学说,故引注数量偏少。朱熹熟识张载作品且在心理上钦慕其学说、又高度评价吕大临所解《中庸》,故关学代表引注比例较大,彰显其超越学派之分、褒贬有别的治学精神。朱熹释经理学色彩较浓,但未囿于当时义理解经思潮,呈兼顾文本之义、作者原意和读者所悟之意的多维诠释视野。     

A 15‐Year Content Analysis of Three Qualitative Research Traditions

The authors conducted a qualitative content analysis on the consistency, rigor, and methodological identity of 83 phenomenological (n = 44), grounded theory (n = 25), and consensual qualitative research (n = 14) articles published between 2002 and 2016. The results indicate a distinct pattern of qualitative research practices in professional counseling.     

"一见钟情"与"情人眼里出西施"--兼论现象学审美观

“美”和“好”联系密切,意义上常你中有我,我中有你,经常交替使用。现象学意义上的不涉及“好”的纯粹的美是不存在的。“一见钟情”式的美有点像现象学所说的纯粹的美,“情人眼里出西施”中的“西施”之“美”是更多地指向“好”。“情人眼里出西施”中的美比“一见钟情”式的美是更普遍更持久的。     

浅析《尔雅》的名物训释方式

《尔雅》绝大部分内容是关于名物的训释,文章从四个方面分析了《尔雅》训释名物的方法,并进一步分析其名物学思想对后世的影响,总结出中国古代以《尔雅》及其嫡传诸书为中心,旁及《方言》、《释名》及其各种专业书、类书等的名物研究系统。     

案例教学模式的现象学基础探析

案例教学模式具有强调案例、重视批判、推崇讨论和以学生为本等特征,它充分体现了现象学的基本思想。现象学中的“直观”、“面向事实本身”、“交互主体性”和“生活世界”等理论为案例教学模式提供了深厚的哲学基础。     

Challenging normative assumptions regarding disengaged youth: a phenomenological perspective

This paper explores the experiences of 12 young people, all teenagers, who have chosen to attend alternative schools known as flexible learning options within the Australian context. Using a phenomenological approach, the study seeks to understand their experiences outside the normalised public discourse that they had ‘disengaged’ from mainstream school. A phenomenological approach is employed because of its potential to draw attention to predetermined assumptions about, in this study’s case, student disengagement, a concept commonly framed within a pathologised and deficit perspective. The study gives evidence for the utility of a phenomenological approach in providing insight into how macrosystem policy, such as a nationalistic neoliberal agenda, influences ‘schooling’ and subsequently students’ experiences with schools. The implications of this study with attention to the nexus between methodology and policy are discussed, especially in drawing attention to how phenomenology as a qualitative methodology provides a means of agency for the disenfranchised to challenge existing policy and public assumptions.