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.
