Toward a Phenomenographic Imagination: Understanding School Principals’ Sensemaking of Identity and Disability
Format Type
Plenary
Format Type
Paper
Start Date
12-1-2021 4:50 PM
End Date
12-1-2021 5:10 PM
Abstract
Phenomenography, an approach which draws upon phenomenology and ethnography, offers a nuanced way of understanding variation in experience and meaning of a phenomenon (Marton, 1981). The purpose of this paper is to present how a phenomenographic approach was utilized to uncover different ways five retired school principals experienced and made sense of their social identities and disability as they led students identified disabled. Moreover, this paper aims to explore historical and theoretical underpinnings of phenomenography, complexities associated with this approach, and the researcher’s reflections on phenomenography as a means unpacking the research questions.
Interviews, field notes, and reflective journaling served as sources for data generation. Employing a phenomenographic analytic framework provided by Dahlgren and Fallsberg (1991), findings suggested participants became and remained aware of their sense of leadership involvement in special education and disability through: (a) active presence, (b) critical reflection, and (c) inclinations/enactments to socially transform their school. Additionally, these themes of awareness (Marton and Booth, 1997) were connected to and supported four primary, interwoven ways participants experienced and made meaning of their social identities and disability.
This paper suggests education leadership preparation programs should incorporate discussions on the significance professional and leadership identity, which can improve aspirant and in-service principals’ understanding of role expectations associated with leadership in special education. It further addresses opportunities and challenges to performing phenomenographic research within the realm of educational leadership and suggests how this approach can help researchers and practitioners better apprehend interrelations between personal experience and leadership practice.
Keywords
Phenomenography, Special Education, Principals, Disability, Involvement, Identity
Abstract and References
Toward a Phenomenographic Imagination: Understanding School Principals’ Sensemaking of Identity and Disability
Phenomenography, an approach which draws upon phenomenology and ethnography, offers a nuanced way of understanding variation in experience and meaning of a phenomenon (Marton, 1981). The purpose of this paper is to present how a phenomenographic approach was utilized to uncover different ways five retired school principals experienced and made sense of their social identities and disability as they led students identified disabled. Moreover, this paper aims to explore historical and theoretical underpinnings of phenomenography, complexities associated with this approach, and the researcher’s reflections on phenomenography as a means unpacking the research questions.
Interviews, field notes, and reflective journaling served as sources for data generation. Employing a phenomenographic analytic framework provided by Dahlgren and Fallsberg (1991), findings suggested participants became and remained aware of their sense of leadership involvement in special education and disability through: (a) active presence, (b) critical reflection, and (c) inclinations/enactments to socially transform their school. Additionally, these themes of awareness (Marton and Booth, 1997) were connected to and supported four primary, interwoven ways participants experienced and made meaning of their social identities and disability.
This paper suggests education leadership preparation programs should incorporate discussions on the significance professional and leadership identity, which can improve aspirant and in-service principals’ understanding of role expectations associated with leadership in special education. It further addresses opportunities and challenges to performing phenomenographic research within the realm of educational leadership and suggests how this approach can help researchers and practitioners better apprehend interrelations between personal experience and leadership practice.