Interpreting imaginative lifeworlds: phenomenological approaches in imagination and the evaluation of educational practice

Interest in the promotion of creativity and emotional intelligence has been subject to a recent revival in English state education. At the same time, preoccupations in educational policy continue to revolve around themes of efficiency and peformativity. With an emerging focus on the merits of school...

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Bibliographic Details
Published in:Qualitative research : QR 2006-05, Vol.6 (2), p.245-265
Main Author: Trotman, Dave
Format: Article
Language:English
Subjects:
Creativity
Education
Education policy
Educational Policy
Educational research
Efficiency
Elementary schools
Emotional development
Emotional intelligence
Evaluation
Evaluation Research
Imagination
Performativity
Phenomenology
Qualitative analysis
Research methods
Social sciences
Students
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Summary:Interest in the promotion of creativity and emotional intelligence has been subject to a recent revival in English state education. At the same time, preoccupations in educational policy continue to revolve around themes of efficiency and peformativity. With an emerging focus on the merits of school self-evaluation, the advancement of practice in understanding and evaluating such things as pupils’ creative, imaginative and emotional development is likely to become increasingly necessary. It is in pursuit of this practice that phenomenological approaches to educational research may offer important possibilities for the promotion and qualitative evaluation of these areas. Drawing on the findings of an Ed D study conducted in six primary schools, this article considers perceptions of imagination in education; dispositions to educational practice; and how the use of phenomenological research processes might illuminate and strengthen qualitative evaluation in schools.
ISSN:1468-7941
1741-3109
DOI:10.1177/1468794106062712