Fenomenologi og kvalitativ forskning: Forutsetningsproblematikk og metodologiske refleksjoner

Summary

Phenomenology has recently gained increased attention among qualitative researchers and master's students in education, both in Norway and internationally. A considerable amount of research now draws inspiration from phenomenology, yet there is wide variation in how it is understood, applied, and which sources are used. Debates continue about whether specific criteria must be met for a study to be called phenomenological. This article illuminates fundamental premises and methodological choices that contribute to designating qualitative research in pedagogy and educational science as phenomenological.

Study at a glance

Abstract

Fenomenologi har de siste årene fått økt oppmerksomhet blant kvalitative forskere og masterstudenter innen pedagogikk. Både i Norge og internasjonalt publiseres det nå en betydelig mengde forskning som på ulike måter henter inspirasjon fra fenomenologi. Samtidig varierer det hvordan fenomenologi forstås, hvordan det anvendes og hvilke kilder som legges til grunn. Det pågår også debatter internasjonalt om det finnes kriterier som må oppfylles for å betegne forskning som fenomenologisk. Med denne bakgrunn søker artikkelen å belyse noen grunnleggende forutsetninger og metodologiske valg som spiller inn for å betegne forskning som fenomenologisk. ENGLISH ABSTRACT Phenomenology and Qualitative Research: Fundamental Premises and Methodological Considerations In recent years, phenomenology has gained increased attention among qualitative researchers and master students in education. Both in Norway and internationally, a considerable amount of research is published which, in various ways, draws inspiration from phenomenology. At the same time, there is considerable variation in how phenomenology is understood, how it is applied, and which sources are used as a foundation. Moreover, it is currently debated whether there are specific criteria that must be met for a study to be designated as phenomenological. Against this backdrop, this article seeks to illuminate some fundamental premisses and methodological choices that contribute to designating qualitative research within pedagogy and educational science, as phenomenological.