ABSTRACT
Mark D. Vagle is Associate Professor of Curriculum and Instruction at the University of Minnesota. He has written extensively on phenomenological research in journals such as Qualitative Inquiry, The International Journal of Qualitative Studies in Education, Field Methods, and Teaching Education, and regularly teaches university courses and professional workshops on the subject. Vagle is principal author and editor of Not a Stage! A Critical ReConception of Young Adolescent Education and coeditor of Developmentalism in Early Childhood and Middle Grades Education: A Critical Conversation on Readiness and Responsiveness. Currently, Vagle is using his conception of post-intentional phenomenology to critically examine various ways in which issues related to social class take concrete (lived) shape in the curriculum and pedagogies of elementary education.
