Reflection on lived experience in educational research

[article extract] Does lived experience offer educational researchers an effective model upon which to base reflective practice and, moreover, one that fully utilises the potentialities of phenomenological thought? This paper will address this question through an examination of how the other of lived experience, non-lived experience, is constituted within reflection on lived experience. What are the implications for educational research of how reflection on lived experience is framed in relation to what does not count as lived experience? In addressing these questions, an opportunity is provided to rethink the possible role and scope of phenomenology within educational research