How is phenomenology applied in music education research? A systematic review of methodological practices

The purpose of this study was to examine how transcendental (descriptive) and hermeneutic (interpretive) phenomenological approaches have been applied in music education research, focusing on philosophical underpinnings and methodological practices. Following PRISMA screening procedures, 29 studies were analysed, focusing on phenomenological philosophy, justification for methodology, analytic processes, researcher positionality and presentation of findings. Results revealed that transcendental phenomenology (n = 17) was most frequently employed, followed by hermeneutic phenomenology (n = 6) and IPA (n = 6). Findings suggest that phenomenological research in music education requires stronger attention to philosophical underpinnings, transparent articulation of researcher positionality for bracketing or reflexivity, and clear alignment between methodological processes and philosophical foundations. By attending more deliberately to philosophical foundations, positionality and the alignment between methodology and practice, phenomenological research in music education can build deeper understandings of what it means to live musically in the world.