Phenomenology and Education Research Group
Phenomenology and Education Research Group
A multidisciplinary group of researchers interested in understanding the lived experiences.
About the group
Phenomenological research in education is an emerging and dynamic field that brings together researchers across a range of philosophical, educational, and psychological disciplines committed to understanding lived experience.
As a Faculty Research and Scholarship Group (FRSG), we intend to provoke thinking and open discourse about phenomenology and its possibilities. We have specific regard to phenomenological approaches as applied to education by drawing on a plurality of perspectives that fit under the umbrella terms of phenomenology or phenomenological research or phenomenological inquiry.
We hope to foster discussion, generate thinking, and explore possibilities about phenomenology and phenomenological approaches to research in educational contexts as a way of privileging subjective experiences to illuminate and examine the complexities within educational spaces. More specifically, we hope not just to explore and remain committed to the traditions of phenomenology, but also to bring this tradition into contemporary thinking and research practice, with possibilities about what might be possible or could emerge.
Our research group hopes to explore possibilities for phenomenology as inquiry and focus on what is established, what might emerge, and what orthodoxies might be challenged. We are interested in grounding the research approaches and the theoretical perspectives of phenomenological inquiry in tangible research contexts.
As an FRSG, we bring together a group of disparate but highly engaged phenomenological scholars. We extend our group to include national and international affiliates. Thus, we offer a rich ground for discussion, interrogation and provocation that is foundational to our research endeavours.
Group members
Monash members
Affiliate members
Featured publications
Books and book chapters
Phenomenological Inquiry in Education Theories, Practices, Provocations and Directions
Creely, E., Southcott, J., Carabott, K., & Lyons, D. (Eds.) (2021). Routledge. ISBN 9780367250317
Creely, E., & Southcott, J. (2021). “I Can’t Do Without My Poetry”: A Post-Qualitative, Phenomenological Investigation of a Poetry Class of Older Australians. In E. Creely, J. Southcott, K. Carabott, & D. Lyons (Eds.), Phenomenological Inquiry in Education Theories, Practices, Provocations and Directions (pp. 196-209). Routledge.
Journal articles
Creely, E., & Waterhouse, P. (2024). The power of silence for learning, artistic expression and mindfulness. Journal of Silence Studies in Education, 3(2), 73-76.
Creely, E., & Waterhouse, P. (2024). Silence, poetic inquiry and meaning making: the possibilities for literacy learning and education. Journal of Silence Studies in Education, 3(2), 170-184.
Creely, E., Bao, D., & Waterhouse, P. (2022). Enhancing initial teacher education through poetry: explorations of the pedagogical practices of three poet-educators. Teaching and Teacher Education, 119, Article 103847.
O’Dea, Z., & Southcott, J. (2024). Everything seems to be the right eye in our family”: Intergenerational family living with facial eye disfigurement, an Interpretative Phenomenological Analysis. The Qualitative Report, 29(1), 162-182.
O’Dea, Z., & Southcott, J. (2023). My Mummy has a hole in her face’: Living with Facial Eye Disfigurement Post-Cancer. The Qualitative Report, 28(11), 2995-3015.
Singh, K., Southcott, J., & Lyons, D. (2023). Dismantling Methodological Silos and Normative Confinements in Qualitative Research: A Shared Meal of Knowledge in a Postqualitative Langar Space. The Qualitative Report, 28(7), 2075-2094.
O’Dea, Z., & Southcott, J., (2023). “I'm his Mum and it is my job to keep him safe”: Mothering a child living with Facial Eye Disfigurement. Applied Research in Quality of Life .
Southcott, J., & de Bruin, L. (2022). Being and becoming instrumental musicians: A post qualitative exploration. In A. Schiavio, L. Nijs, D. van der Schyff, & M-L. Juntunen (Eds.) Community Series: Towards a Meaningful Instrumental Music Education. Methods, Perspectives, and Challenges – Volume II. Frontiers in Education, section Educational Psychology.
Creely, E., Southcott, J., & Creely, L. (2022). Triggers for poetry. The literacy practices of older writers. International Journal of Lifelong Education .
Singh, K., Southcott, J., & Lyons, D. (2022). Knowledge meals, research relationships, and postqualitative offerings: Enacting Langar (a Sikh tradition of a shared meal) as pedagogy of doctoral supervision. International Journal of Qualitative Methods, 21, 1-13.
Creely, E., Laletas, S., Fernandes, V., Subban, P., & Southcott, J. (2021: published online 28 June). University teachers’ well-being during a pandemic: The experiences of five academics. Research Papers in Education.
Waterhouse, P., Creely, E., & Southcott, J. (2021). Peak moments: A teacher-educator reflects (with colleagues) on the importance of heightened moments of teaching and learning. Teaching and Teacher Education, 99,
Cann-Milland, S., Mornane, A., & Southcott, J. (2021). Exploring family service providers perceptions of working with recoupled parents in stepfamilies, Journal of Family Issues, 42(9), 1981-1997.