Understanding the Lived Experience of a Sioux Indian Male Adolescent: Toward the pedagogy of hermeneutical phenomenology in education

Educational Philosophy and Theory 44 (6):630-648 (2012)

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Abstract
Currently, there is a resurgence of interests in phenomenology in education. This article sheds light on the importance of hermeneutical phenomenology in teaching and learning based on the lived experience of a Sioux Indian adolescent boy, elicited from an ethnographic case study conducted at an alternative high school in the US. Employing narrative inquiry, this article seeks phenomenological ways of understanding students' lived experiences and explores the meaning of the pedagogical practice of hermeneutical phenomenology in education. I delve into how hermeneutical understanding of the phenomena of students' lived experience can catapult both students and teachers into the personal growth and development in a reciprocal way. It is my hope that such an understanding will facilitate an educational aim that focuses on the ontology of being and becoming while students' existence is brought to the center of teaching and learning
Keywords narrative analysis  narrative inquiry  alternative school  lived experience  hermeneutical phenomenology  phenomenology
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DOI 10.1111/j.1469-5812.2010.00733.x
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Truth and Method.H. G. Gadamer - 1975 - Journal of Aesthetics and Art Criticism 36 (4):487-490.
Phenomenology of Perception.Maurice Merleau-Ponty - 1962 - Atlantic Highlands, New Jersey: The Humanities Press.

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