Chasing Lines of Flight: Using Post-Intentional Phenomenology for Educational Research

Setting the Stage

In this chapter I provide an overview of the post-intentional phenomenological M/method (Vagle 2014, 2015, 2018) by sharing a completed post-intentional phenomenological study that illustrates both the ideological commitments and the five-component process and of research using this methodology. This methodological structure allows post-intentional phenomenological studies to bridge philosophy and methodology. It also provides a clear and practical methodological process to flexibly engage with phenomena under study, while simultaneously remaining philosophically grounded. This M/method provides concrete ways for educational researchers to engage purposefully in both of those modalities of research.

In a qualitative research space where phenomenological research is not always as common, I introduce post-intentional phenomenology and note its distinctive features within the field of phenomenological research. Then I utilize the five methodological components of post-intentional phenomenology as an organizing structure for the rest of the chapter. Through this process I will highlight a clear pathway to engage with both the M/methodology of post-intentional phenomenological research and demonstrate that this branch of phenomenological studies is a compelling methodology for use in broader educational research. Furthermore, I will highlight the many ways it is uniquely positioned for the field because of an explicit emphasis on research for social change; a focus that is crucial to research methodology in general, and educational research in specific.