Emancipatory Learning of a Hermeneutic Phenomenology Methodology Course.

Abstract

While various pedagogical approaches have been developed, there is little understanding of which are best for postgraduate research studies. This is particularly salient for a complex and evolving methodology such as hermeneutic phenomenology. We undertook a hermeneutic phenomenology study to capture participants' lived experiences and meanings of attending a hermeneutic phenomenology methodology course (in person and/or online). An open invitation was issued to participants who had previously attended a hermeneutic phenomenology methodology course. Participants were invited to provide a crafted narrative (using text, poems, artwork, and/or photos) and to indicate whether they would be willing to take part in a follow-up interview. Data analysis was undertaken collaboratively, and philosophical notions and wider theories were used to illuminate meanings. Thirteen participants provided data using text, poems, or photographs. Data analysis revealed four experiential qualities: "Attuning to a learning space" that describes the facilitators' comportment and attunement; "Learning-with-others" highlights the value of being-with other learners; "Revealing new ways of knowing" surfaced through the notions of quickening and hearkening; and finally, "Transformation in thinking" describes how attending the course had changed how participants perceive themselves and others as new understandings brought them to the edge of their knowing to glimpse new horizons. These four qualities coalesced into the phenomenon "emancipatory learning." The study foregrounds the significance of a reflexive and immersive pedagogy that emphasizes how dialogue, participation, reflexivity, and collaboration can enable participants to attune to learning "how to learn" hermeneutic phenomenological research.