This article seeks to reposition two philosophies central to qualitative research: hermeneutics and phenomenology from their current location in the interpretive traditions to one closer to the critical and radical traditions we believe are more congruent. We hope to show that these philosophies are most productive for qualitative research when considered as “grafted,” such as in Hans-Georg Gadamer’s philosophical hermeneutics. By deepening two of these philosophies’ central constructs, intentionality and linguisticality, we not only make their ungrafting improbable, but also show the centrality of this hyphenated philosophy to qualitative research.
AbramD. (1996). The spell of the sensuous: Perception and language in a more-than-human world. New York, NY: Vintage Books.
2.
BakhtinM. (1981). The dialogic imagination: Four essays (HolquistM., Ed., EmersonC.HolquistM., Trans.). Austin: University of Texas Press.
3.
BakhtinM. (1986). Speech genres and other late essays (EmersonC.HolquistM., Eds., McGeeV., Trans.). Austin: University of Texas Press.
4.
CritchleyS. (2001). Continental philosophy: A very short introduction. New York, NY: Oxford University Press.
5.
DahlbergK. (2006). The essence of essences: The search for meaning structures in phenomenological analysis of lifeworld phenomena. International Journal of Qualitative Studies on Health and Well-Being, 1, 11-19.
6.
DutroE. (2009). Children writing “hard times”: Lived experiences of poverty and the class-privileged assumptions of a mandated curriculum. Language Arts, 87, 89-98.
7.
FechoB.BotzakisS. (2007). Feasts of becoming: Imagining a literacy classroom based on dialogic beliefs. Journal of Adolescent & Adult Literacy, 50, 548-558.
8.
FreemanM. (2001). Rearticulating the birthright of participation: Three tales of parental involvement (Unpublished doctoral dissertation). State University of New York, Albany.
9.
FreemanM. (2010). “Knowledge is acting”: Working class parents’ acts of intentional positioning within the discursive practice of involvement. International Journal of Qualitative Studies in Education, 23, 181-198.
10.
GadamerH.-G. (1977). Philosophical hermeneutics (LingeD. E., Ed. & Trans.). Berkeley: University of California Press.
11.
GadamerH.-G. (1989). Truth and method (2nd rev. ed., WeinsheimerJ.MarshallD. G., Trans.). New York, NY: Continuum. (Original work published 1975)
12.
GiorgiA. (1997). The theory, practice, and evaluation of the phenomenological method as a qualitative research procedure. Journal of Phenomenological Psychology, 28, 235-260.
13.
GrondinJ. (1994). Introduction to philosophical hermeneutics. New Haven, CT: Yale University Press.
14.
GrondinJ. (2003). Le tournant herméneutique de la phénoménologie. Paris, France: Presses Universitaires de France.
15.
HallL. A.BurnsL. D.EdwardsE. C. (2010). Empowering struggling readers: Practices for the middle grades. New York, NY: Guilford.
16.
HeideggerM. (1971). Poetry, language, thought (HofstadterA., Trans.). New York, NY: Harper & Row.
17.
HeideggerM. (1996). Being and time (StambaughJ., Trans.). Albany: State University of New York Press. (Original work published 1953).
18.
HusserlE. (1970). The crisis of European sciences and transcendental phenomenology (CarrD., Trans.). Evanston, IL: Northwestern University Press. (Original work published 1936)
19.
IhdeD. (1993). Postphenomenology: Essays in the postmodern context. Evanston, IL: Northwestern University Press.
LatherP. (2006). Paradigm proliferation as a good thing to think with: Teaching research in education as a wild profusion. International Journal of Qualitative Studies in Education, 19, 35-57.
22.
LehrerA. (2009). Wine and conversation (2nd ed.). New York, NY: Oxford University Press.
MaclachlanI. (Ed.). (2004). Jacques Derrida: Critical thought. Burlington, VT: Ashgate.
25.
Merleau-PontyM. (1964). Primacy of perception: And other essays on phenomenological psychology, the philosophy of art, history and politics (EdieJ., Trans.). Evanston, IL: Northwestern University Press. (Original work published 1947)
26.
MoranD.MooneyT. (Eds.). (2002). The phenomenology reader. New York, NY: Routledge.
27.
NoéK. (1992). “The hermeneutic turn” in Husserl’s phenomenology of language. Human Studies, 15, 117-128.
28.
PreissleJ. (2008). Subjectivity statement. In GivenL. M. (Ed.), The SAGE encyclopedia of qualitative research methods (Vol. 2, pp. 844-845). Thousand Oaks, CA: SAGE.
29.
RichardsonL.St. PierreE. A. (2005). Writing: A method of inquiry. In DenzinN. K.LincolnY. S. (Eds.), The SAGE handbook of qualitative research (3rd ed., pp. 959-978). Thousand Oaks, CA: SAGE.
30.
RicoeurP. (1974). Existence and hermeneutics (McLaughlinK., Trans.). In IhdeD. (Ed.), The conflict of interpretations: Essays in hermeneutics (pp. 3-24).Evanston, IL: Northwestern University Press. (Original work published 1969)
SartreJ. P. (2002). Intentionality: A fundamental idea of Husserl’s phenomenology. In MoranD.MooneyT. (Eds.), The phenomenology reader (pp. 382-384). New York, NY: Routledge. (Original work published 1939)
33.
SokolowskiR. (2000). Introduction to phenomenology. New York, NY: Cambridge University Press.
34.
SteadC. (1998). Logos. In CraigE. (Ed.), Routledge encyclopedia of philosophy (pp. 817-819). New York, NY: Routledge.
35.
St. PierreE. A. (1997). Nomadic inquiry in the smooth spaces of the field: A preface. International Journal of Qualitative Studies in Education, 10, 365-383.
36.
VagleM. D. (2006). When students do not understand: Recognition and response in the action present of teaching (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (Order No. 3220041)
37.
VagleM. D. (2010a, May). A post-intentional phenomenological research approach. Paper presented at the annual meeting of the American Educational Research Association, Denver, CO.
38.
VagleM. D. (2010b). Re-framing Schön’s call for a phenomenology of practice: A post-intentional approach. Reflective Practice, 11, 393-407.
39.
VagleM. D. (2011). Lessons in contingent, recursive humility. Journal of Adolescent & Adult Literacy, 54, 362-370.
40.
VagleM. D.JonesS. (2012). The precarious nature of social class-sensitivity in literacy: A social, autobiographic, and pedagogical project. Curriculum Inquiry, 42, 318-339.
41.
van ManenM. (2001). Researching lived experience: Human science for an action sensitive pedagogy. Ontario, Canada: Althouse Press.
