Phenomenology, pedagogy, and poetry in the lives of women raising children in poverty: An approach for educational researchers

AbstractThough foundational to contemporary qualitative research of most types, phenomenology has, as a research method, not garnered much attention in recent years. In this paper, I define phenomenology and explain why it is a useful tool for educators and educational researchers. I focus particularly on the value of phenomenological poetry in centering discussions of policy, praxis, and the social contexts of education on the words and experiences of those living them, and representing their experiences in greater complexity. I conclude that emphasis on phenomenological considerations, how people understand and experience their lives, mitigates the risk of developing pedagogy, perspectives, and policies that are self-defeating and prone to unintended consequences.