Interpretive Phenomenological Analysis: An Appropriate Methodology for Educational Research?

Main Article Content

Edward John Noon

Abstract

Interpretive phenomenological analysis (IPA) is a contemporary qualitative methodology, first developed by psychologist Jonathan Smith (1996). Whilst its roots are in psychology, it is increasingly being drawn upon by scholars in the human, social and health sciences (Charlick, Pincombe, McKellar, & Fielder, 2016). Despite this, IPA has received limited attention across educationalist literature. Drawing upon my experiences of using IPA to explore the barriers to the use of humour in the teaching of Childhood Studies (Noon, 2017), this paper will discuss its theoretical orientation, sampling and methods of data collection and analysis, before examining the strengths and weaknesses to IPA’s employment in educational research.

Article Details

Section
Reflective Analysis Papers
Author Biography

Edward John Noon, Sheffield Hallam University

Edward Noon is a PhD candidate and Associate Lecturer on the Early Childhood and Childhood Studies Programme at Sheffield Hallam University. His doctoral research seeks to explore how social comparison on social network sites influences adolescent identity development. Twitter – @EdwardJNoon

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