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9781138042667

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Mark Vagle’s book is sure to be the go-to source for those who want to do phenomenological research in the social sciences. He not only explains the genealogy of phenomenological theories but also provides hands-on, practical examples of how they permeate a life, how they take hold in one’s bones, how they create a new way of being with the world. Vagle’s approach is joyous but also careful, critical, and contemporary as he extends phenomenology, opening it up to new imaginings demanded by 21st century inquiry. Elizabeth A. St.Pierre, University of Georgia The gift that phenomenology offers us is vitality, a way of knowing our world that acknowledges the emotions, histories, and interests that animate our lives. Mark Vagle brings that lifefullness right into his text. His scholarship serves his interest in sharing the possibilities of this work with us, and so he builds a bridge between its foundations, their interpretations, and our understanding, and he interprets their use and application in educational research with imagination. Reconciling description and interpretation in his approach, Vagle’s phenomenology is animated and accessible without being simplified. It is a wonderful achievement and a significant contribution to the practice of phenomenological research in education. Madeleine R. Grumet, Professor of Education and Communication Studies, University of North Carolina, Chapel Hill Having edited a major qualitative journal for over 15 years, I know many qualitative researchers claim to be using phenomenology. Unfortunately, most are not and don’t even really understand it. Mark Vagle does, and in this volume he sets out—in a warm, personable manner—to help others to understand it through careful explanations and numerous examples. Stop claiming what you don’t know and read this book. If you do, you could actually learn to be a phenomenologist. James Joseph “Jim” Scheurich, Editor, International Journal of Qualitative Studies in Education

Mark Vagle's book is sure to be the go-to source for those who want to do phenomenological research in the social sciences. He not only explains the genealogy of phenomenological theories but also provides hands-on, practical examples of how they permeate a life, how they take hold in one's bones, how they create a new way of being with the world. Vagle's approach is joyous but also careful, critical, and contemporary as he extends phenomenology, opening it up to new imaginings demanded by 21st century inquiry. Elizabeth A. St. Pierre, University of Georgia The gift that phenomenology offers us is vitality, a way of knowing our world that acknowledges the emotions, histories, and interests that animate our lives. Mark Vagle brings that lifefullness right into his text. His scholarship serves his interest in sharing the possibilities of this work with us, and so he builds a bridge between its foundations, their interpretations, and our understanding, and he interprets their use and application in educational research with imagination. Reconciling description and interpretation in his approach, Vagle's phenomenology is animated and accessible without being simplified. It is a wonderful achievement and a significant contribution to the practice of phenomenological research in education. Madeleine R. Grumet, Professor of Education and Communication Studies, University of North Carolina, Chapel Hill Having edited a major qualitative journal for over 15 years, I know many qualitative researchers claim to be using phenomenology. Unfortunately, most are not and don't even really understand it. Mark Vagle does, and in this volume he sets out-in a warm, personable manner-to help others to understand it through careful explanations and numerous examples. Stop claiming what you don't know and read this book. If you do, you could actually learn to be a phenomenologist. James Joseph Jim Scheurich, Editor, International Journal of Qualitative Studies in Education

Mark Vagle's book is sure to be the go-to source for those who want to do phenomenological research in the social sciences. He not only explains the genealogy of phenomenological theories but also provides hands-on, practical examples of how they permeate a life, how they take hold in one's bones, how they create a new way of being with the world. Vagle's approach is joyous but also careful, critical, and contemporary as he extends phenomenology, opening it up to new imaginings demanded by 21st century inquiry. Elizabeth A. St.Pierre, University of Georgia The gift that phenomenology offers us is vitality, a way of knowing our world that acknowledges the emotions, histories, and interests that animate our lives. Mark Vagle brings that lifefullness right into his text. His scholarship serves his interest in sharing the possibilities of this work with us, and so he builds a bridge between its foundations, their interpretations, and our understanding, and he interprets their use and application in educational research with imagination. Reconciling description and interpretation in his approach, Vagle's phenomenology is animated and accessible without being simplified. It is a wonderful achievement and a significant contribution to the practice of phenomenological research in education. Madeleine R. Grumet, Professor of Education and Communication Studies, University of North Carolina, Chapel Hill Having edited a major qualitative journal for over 15 years, I know many qualitative researchers claim to be using phenomenology. Unfortunately, most are not and don't even really understand it. Mark Vagle does, and in this volume he sets out-in a warm, personable manner-to help others to understand it through careful explanations and numerous examples. Stop claiming what you don't know and read this book. If you do, you could actually learn to be a phenomenologist. James Joseph Jim Scheurich, Editor, International Journal of Qualitative Studies in Education

Mark Vagle's book is sure to be the go-to source for those who want to do phenomenological research in the social sciences. He not only explains the genealogy of phenomenological theories but also provides hands-on, practical examples of how they permeate a life, how they take hold in one's bones, how they create a new way of being with the world. Vagle's approach is joyous but also careful, critical, and contemporary as he extends phenomenology, opening it up to new imaginings demanded by 21st century inquiry. Elizabeth A. St. Pierre, University of Georgia The gift that phenomenology offers us is vitality, a way of knowing our world that acknowledges the emotions, histories, and interests that animate our lives. Mark Vagle brings that lifefullness right into his text. His scholarship serves his interest in sharing the possibilities of this work with us, and so he builds a bridge between its foundations, their interpretations, and our understanding, and he interprets their use and application in educational research with imagination. Reconciling description and interpretation in his approach, Vagle's phenomenology is animated and accessible without being simplified. It is a wonderful achievement and a significant contribution to the practice of phenomenological research in education. Madeleine R. Grumet, Professor of Education and Communication Studies, University of North Carolina, Chapel Hill Having edited a major qualitative journal for over 15 years, I know many qualitative researchers claim to be using phenomenology. Unfortunately, most are not and don't even really understand it. Mark Vagle does, and in this volume he sets out-in a warm, personable manner-to help others to understand it through careful explanations and numerous examples. Stop claiming what you don't know and read this book. If you do, you could actually learn to be a phenomenologist. James Joseph Jim Scheurich, Editor, International Journal of Qualitative Studies in Education

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Mark D. Vagle is Professor of Curriculum and Instruction at the University of Minnesota, USA. He has written extensively on phenomenological research in journals such as Qualitative Inquiry, The International Journal of Qualitative Studies in Education, The Journal of Curriculum Studies, Cultural Studies - Critical Methodologies, Field Methods, and Teaching Education, and regularly teaches university courses and professional workshops on the subject. Currently, Vagle is using his conception of post-intentional phenomenology to critically examine various ways in which issues related to social class take concrete (lived) shape in the curriculum and pedagogies of elementary education.

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