Reconstruction 14.2: Phenomenology and Education (due Jan. 15, 2014)

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Reconstruction: Studies in Contemporary Culture

Reconstruction: Studies in Contemporary Culture
Special Issue 14.2: Phenomenology and Education,

Edited by Elias Schwieler

This special issue of Reconstruction has as its theme phenomenology and education from a wide perspective, taking into account different approaches to education offered by the phenomenological method of research. Authors are invited to submit papers for publication that span from theoretical pieces to papers concerned with educational practice. The aim of this broad scope of approaches is to give a picture of how phenomenology can be used to research education, as well as to highlight current practice. Phenomenology as a specific method of research with its focus on lived experience has become more and more popular in educational research. One possible reason for the growing interest in phenomenology among educationalists could be how the phenomenological perspective has the power to see beyond instrumental analyses of education and focus on the actual experiences of both students and teachers within the culture of education. Phenomenology here should be seen as including such philosophers as Husserl, Heidegger, Gadamer, Blanchot, Merleau-Ponty, Ricoeur, all the way to Derrida, and beyond.When it comes to researching education from a phenomenological perspective such scholars as Michael A. Peters, Paul Standish, Michael Bonnett, Gloria Dall'Alba, William Pinar, Iain Thomson, Cecilia Ferm, and James Magrini can be named.

Submission deadline: January 15, 2014

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Reconstruction: Studies in Contemporary Culture (ISSN: 1547-4348) is an innovative online cultural studies journal dedicated to fostering an intellectual community composed of scholars and their audience, granting them all the ability to share thoughts and opinions on the most important and influential work in contemporary interdisciplinary studies. Reconstruction publishes three Themed Issues and one Open Issue per year.