M D Vagle
Biographic Data
| ID | 41776 |
|---|---|
| NAME | M D Vagle |
| GIVEN NAMES | M D |
| FAMILY NAME | Vagle |
| SIGNATURE | VAGLE M D |
| AFFILIATIONS | University of Georgia |
| ORCID | 0000-0002-0290-7285 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 72 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Creating Spaciousness: Art as Inquiry and Post-Intentional Phenomenology as Art
We, the authors, worked the post-intentional phenomenological (PIP) triangle to consider post-reflexion and PIP more broadly as they relate to the relationships between qualitative inquiry, art, and artfulness. By moving through the PIP triangle and engaging the five principles of PIP, we consider the ways in which our processes as qualitative inquirers are intertwined and grounded in artfulness. We explore the ways in which artfulness and art ar…
Post-Intentionally Considering Post-Qualitative Inquiry
I wrote this article during and immediately following what I have deemed a serenity quest, where I traveled quite aways from home, by myself, with not all that much pre-planning to “be with” myself. I use this particular moment I am living right now and some of what has been provoked and produced to work through the two questions this special issue is taking up: What does “post-qualitative” mean to you? And why do you think the “post-qualitative”…
Crafting Phenomenological Research
Building off the success of its award-winning first edition, the second edition of Crafting Phenomenological Research continues to be the leading resource for those interested in a concise introduction to phenomenological research in education and social sciences. Joining leading contemporary practitioners, such as van Manen, Giorgi, and Dahlberg, Vagle walks the reader through multiple approaches to designing and implementing phenomenological re…
Phenomenological Methodologies in the Field of Educational Communications and Technology
The Game of Thrones Small Council and Doctoral Training in Qualitative Inquiry
This article moves toward the continued creation of spaces and places to share, discuss, argue, challenge, and celebrate the profound number of theories and methodologies within qualitative inquiry. To do so, I take up some nuances and tensions in the television series, Game of Thrones, and work/think/play with them in relation to Deleuze and Guattari's packs and masses configurations. I use this theorizing to briefly discuss doctoral training in…
Making Pedagogical Adaptability Less Obvious
In this article, I try to make pedagogical adaptability a bit less obvious. In particular, I use some post-structural philosophical ideas and some concepts at the intersections of social class and race to re-interpret Dylan Wiliam's conception of formative assessment. I suggest that this interpretation can provide opportunities to resist the urge to treat adaptability as only a technical teaching practice; to experience adaptability as a dynamic,…
Entangling a Post-Reflexivity Through Post-Intentional Phenomenology
In this article, we amplify the post in post-intentional phenomenology to demonstrate some of the unique possibilities this methodology might afford qualitative researchers interested in experimenting with entangled connections among seemingly disparate philosophies, theories, and methodologies. Specifically, we extend our amplification to the concept of reflexivity by conceptualizing an entangled post-reflexivity as a generative methodological m…
Living Contradictions and Working for Change: Toward a Theory of Social Class–Sensitive Pedagogy
This essay describes a vision of social class–sensitive pedagogy aimed at disrupting endemic classism in schools. We argue persistent upward mobility discourses construct classist hierarchies in schools and classroom practice and are founded on misunderstandings of work, lived experiences of social class, and the broader social and economic context of the United States and the world. Educators may unwittingly alienate the very students they hope …
The Precarious Nature of Social Class‐Sensitivity in Literacy: A Social, Autobiographic, and Pedagogical Project
Using CitationMaurice Merleau‐Ponty's (1947/1964) phenomenological notion of the threads of intentionality that tie subject and object together meaningfully and CitationPierre Bourdieu's (1986, 2000; CitationBourdieu & Waquant, 1992) reflexive sociology and constructs of habitus, field, capital, and nomos, we theorize social class‐sensitivity in literacy education as a social, autobiographic, and pedagogical project; a recognition of the powerful…
Lessons in Contingent, Recursive Humility
In this article, the author argues that critical work in teacher education should begin with teacher educators turning a critical eye on their own practices. The author uses Lesko's conception of contingent, recursive growth and change to analyze a lesson he observed as part of a phenomenological study aimed at understanding more about what it is like to cultivate tact in teaching practice. The author discusses two sets of practical consideration…
Validity as intended: ‘Bursting Forth Toward’ Bridling in Phenomenological Research
In this theoretical manuscript, I use Sartre’s image of intentionality as a ‘bursting forth toward’ to describe what it was like for me to bridle my pre‐understandings and developing understandings as I studied moments middle grades teachers recognize and respond when students do not understand something during instruction. In doing so, I suggest that throughout the study I consistently found myself in resistance to a giving‐finding meaning duali…
Remaining Skeptical: Bridling for and with One Another
In this article, we argue that being our own best critics is a process by which we commit to interrogating what we know (or think we know) as we design a study. We situate the idea of bridling within the philosophical and methodological conversation of a more traditional notion in phenomenological research, bracketing, and then within Macbeth's three expressions of reflexivity in qualitative research. Based on our analysis of some of our methodol…
Entangling a Post-Reflexivity Through Post-Intentional Phenomenology
In this article, we amplify the post in post-intentional phenomenology to demonstrate some of the unique possibilities this methodology might afford qualitative researchers interested in experimenting with entangled connections among seemingly disparate philosophies, theories, and methodologies. Specifically, we extend our amplification to the concept of reflexivity by conceptualizing an entangled post-reflexivity as a generative methodological m…
Living Contradictions and Working for Change: Toward a Theory of Social Class–Sensitive Pedagogy
This essay describes a vision of social class–sensitive pedagogy aimed at disrupting endemic classism in schools. We argue persistent upward mobility discourses construct classist hierarchies in schools and classroom practice and are founded on misunderstandings of work, lived experiences of social class, and the broader social and economic context of the United States and the world. Educators may unwittingly alienate the very students they hope …
Validity as intended: ‘Bursting Forth Toward’ Bridling in Phenomenological Research
In this theoretical manuscript, I use Sartre’s image of intentionality as a ‘bursting forth toward’ to describe what it was like for me to bridle my pre‐understandings and developing understandings as I studied moments middle grades teachers recognize and respond when students do not understand something during instruction. In doing so, I suggest that throughout the study I consistently found myself in resistance to a giving‐finding meaning duali…
The Precarious Nature of Social Class‐Sensitivity in Literacy: A Social, Autobiographic, and Pedagogical Project
Using CitationMaurice Merleau‐Ponty's (1947/1964) phenomenological notion of the threads of intentionality that tie subject and object together meaningfully and CitationPierre Bourdieu's (1986, 2000; CitationBourdieu & Waquant, 1992) reflexive sociology and constructs of habitus, field, capital, and nomos, we theorize social class‐sensitivity in literacy education as a social, autobiographic, and pedagogical project; a recognition of the powerful…
Phenomenological Methodologies in the Field of Educational Communications and Technology
Remaining Skeptical: Bridling for and with One Another
In this article, we argue that being our own best critics is a process by which we commit to interrogating what we know (or think we know) as we design a study. We situate the idea of bridling within the philosophical and methodological conversation of a more traditional notion in phenomenological research, bracketing, and then within Macbeth's three expressions of reflexivity in qualitative research. Based on our analysis of some of our methodol…
The Game of Thrones Small Council and Doctoral Training in Qualitative Inquiry
This article moves toward the continued creation of spaces and places to share, discuss, argue, challenge, and celebrate the profound number of theories and methodologies within qualitative inquiry. To do so, I take up some nuances and tensions in the television series, Game of Thrones, and work/think/play with them in relation to Deleuze and Guattari's packs and masses configurations. I use this theorizing to briefly discuss doctoral training in…
Making Pedagogical Adaptability Less Obvious
In this article, I try to make pedagogical adaptability a bit less obvious. In particular, I use some post-structural philosophical ideas and some concepts at the intersections of social class and race to re-interpret Dylan Wiliam's conception of formative assessment. I suggest that this interpretation can provide opportunities to resist the urge to treat adaptability as only a technical teaching practice; to experience adaptability as a dynamic,…
Validity as intended: ‘Bursting Forth Toward’ Bridling in Phenomenological Research
In this theoretical manuscript, I use Sartre’s image of intentionality as a ‘bursting forth toward’ to describe what it was like for me to bridle my pre‐understandings and developing understandings as I studied moments middle grades teachers recognize and respond when students do not understand something during instruction. In doing so, I suggest that throughout the study I consistently found myself in resistance to a giving‐finding meaning duali…
Remaining Skeptical: Bridling for and with One Another
In this article, we argue that being our own best critics is a process by which we commit to interrogating what we know (or think we know) as we design a study. We situate the idea of bridling within the philosophical and methodological conversation of a more traditional notion in phenomenological research, bracketing, and then within Macbeth's three expressions of reflexivity in qualitative research. Based on our analysis of some of our methodol…
Lessons in Contingent, Recursive Humility
In this article, the author argues that critical work in teacher education should begin with teacher educators turning a critical eye on their own practices. The author uses Lesko's conception of contingent, recursive growth and change to analyze a lesson he observed as part of a phenomenological study aimed at understanding more about what it is like to cultivate tact in teaching practice. The author discusses two sets of practical consideration…
The Precarious Nature of Social Class‐Sensitivity in Literacy: A Social, Autobiographic, and Pedagogical Project
Using CitationMaurice Merleau‐Ponty's (1947/1964) phenomenological notion of the threads of intentionality that tie subject and object together meaningfully and CitationPierre Bourdieu's (1986, 2000; CitationBourdieu & Waquant, 1992) reflexive sociology and constructs of habitus, field, capital, and nomos, we theorize social class‐sensitivity in literacy education as a social, autobiographic, and pedagogical project; a recognition of the powerful…
Living Contradictions and Working for Change: Toward a Theory of Social Class–Sensitive Pedagogy
This essay describes a vision of social class–sensitive pedagogy aimed at disrupting endemic classism in schools. We argue persistent upward mobility discourses construct classist hierarchies in schools and classroom practice and are founded on misunderstandings of work, lived experiences of social class, and the broader social and economic context of the United States and the world. Educators may unwittingly alienate the very students they hope …
Making Pedagogical Adaptability Less Obvious
In this article, I try to make pedagogical adaptability a bit less obvious. In particular, I use some post-structural philosophical ideas and some concepts at the intersections of social class and race to re-interpret Dylan Wiliam's conception of formative assessment. I suggest that this interpretation can provide opportunities to resist the urge to treat adaptability as only a technical teaching practice; to experience adaptability as a dynamic,…
Entangling a Post-Reflexivity Through Post-Intentional Phenomenology
In this article, we amplify the post in post-intentional phenomenology to demonstrate some of the unique possibilities this methodology might afford qualitative researchers interested in experimenting with entangled connections among seemingly disparate philosophies, theories, and methodologies. Specifically, we extend our amplification to the concept of reflexivity by conceptualizing an entangled post-reflexivity as a generative methodological m…
Crafting Phenomenological Research
Building off the success of its award-winning first edition, the second edition of Crafting Phenomenological Research continues to be the leading resource for those interested in a concise introduction to phenomenological research in education and social sciences. Joining leading contemporary practitioners, such as van Manen, Giorgi, and Dahlberg, Vagle walks the reader through multiple approaches to designing and implementing phenomenological re…
Phenomenological Methodologies in the Field of Educational Communications and Technology
The Game of Thrones Small Council and Doctoral Training in Qualitative Inquiry
This article moves toward the continued creation of spaces and places to share, discuss, argue, challenge, and celebrate the profound number of theories and methodologies within qualitative inquiry. To do so, I take up some nuances and tensions in the television series, Game of Thrones, and work/think/play with them in relation to Deleuze and Guattari's packs and masses configurations. I use this theorizing to briefly discuss doctoral training in…
Post-Intentionally Considering Post-Qualitative Inquiry
I wrote this article during and immediately following what I have deemed a serenity quest, where I traveled quite aways from home, by myself, with not all that much pre-planning to “be with” myself. I use this particular moment I am living right now and some of what has been provoked and produced to work through the two questions this special issue is taking up: What does “post-qualitative” mean to you? And why do you think the “post-qualitative”…
Creating Spaciousness: Art as Inquiry and Post-Intentional Phenomenology as Art
We, the authors, worked the post-intentional phenomenological (PIP) triangle to consider post-reflexion and PIP more broadly as they relate to the relationships between qualitative inquiry, art, and artfulness. By moving through the PIP triangle and engaging the five principles of PIP, we consider the ways in which our processes as qualitative inquirers are intertwined and grounded in artfulness. We explore the ways in which artfulness and art ar…
Epistemology (11 works) · Sociology (11 works) · Psychology (10 works) · Philosophy (9 works) · Social science (7 works) · Qualitative research (6 works) · Pedagogy (5 works) · Philosophy (5 works) · Qualitative Research Methods and Ethics (4 works) · Class (philosophy (3 works)