Interrogating Tradition With/in Hermeneutic Education Research

• In Event: Roundtable Session 30
  In Roundtable Session: Social Theory in Qualitative Inquiry

Abstract

Hermeneutics is the study of interpretation. What is of interest to philosophical hermeneutic theorists is the event of understanding as it is occurring and the possibilities for new understandings that are opened up in that process. Research that seeks to contribute to innovation in practice and policy must develop methodologies that interrogate the traditions that give shape to the practices and policies under scrutiny. The purpose of this paper is to show the relevance of philosophical hermeneutics to qualitative researchers who seek to interrogate tradition in education and educational research practices. Analysis of research that challenges tradition provides us with several characteristics of research considered hermeneutic. Among these are the dynamic and configurative roles of play and interpretation.

Author

• Melissa Freeman, University of Georgia