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Notes on Contributors. <p>Foreword: Heidegger, Phenomenology, Education (<i>Michael Peters, University of Illinois</i>).</p> <p>Introduction to Diverse Approaches to Phenomenology and Education (<i>Gloria Dall’ Alba, University of Queensland</i>).</p> <p>1. The Phenomenology of Space in Writing Online (<i>Max Van Manen</i> and <i>Catherine Adams, University of Alberta</i>).</p> <p>2. Gut Instinct: The Body and Learning (<i>Robyn Barnacle, RMIT University</i>).</p> <p>3. Schools as Places of Unselving: An Educational Pathology? (<i>Michael Bonnett, University of Bath and University of London Institute of Education</i>).</p> <p>4. Learning Professional Ways of Being (<i>Gloria Dall’ Alba, University of Queensland</i>).</p> <p>5. The Potentiality of Authenticity in Becoming a Teacher (<i>Angus Brook, The University of Notre Dame</i>).</p> <p>6. Transition into High School: A Phenomenological Study (<i>Krishnaveni Ganeson, Asquith Girls’ High School</i> and <i>Lisa C. Enrich, Queensland University of Technology</i>).</p> <p>Index.</p>

<b>Gloria Dall'Alba</b> is a senior lecturer in the School of Education at the University of Queensland in Brisbane, Australia. In her teaching and research she draws upon hermeneutic phenomenology, especially relating to notions of learning, teaching, professional practice, and inquiry. She has a particular interest in the education of professionals and questions of research methodology.

Responding to the resurgence of interest in phenomenology as a philosophy and research movement, this timely book explores some of the contributions of phenomenology to educational practice and research. Through a series of essays written by an international team of renowned philosophers and educationalists, the book highlights the ways in which phenomenology can inform a broad range of aspects of educational theorising and practice, including learning through the body, writing online, being an authentic teacher, ambiguities in becoming professionals, schools as places that disturb the self, and school transition. It juxtaposes diverse approaches to phenomenological inquiry in thoughtfully addressing questions of significance for education today. It thereby demonstrates phenomenology is a contemporary movement that is both dynamic and varied.

GB