Giving phenomenological research the ‘EDGE’: an inclusive, relational framework for illuminating lived experiences in educational settings

Translating the philosophical depth of phenomenology into inclusive educational research presents significant methodological challenges, particularly when seeking to illuminate the unspoken, intercorporeal dimensions of lived experience. This paper addresses these complexities by proposing a relational, rights-based framework for inquiry applicable across diverse educational contexts. The paper contends that such inquiry relies on cultivating ‘relational presence’. This ethical positioning requires the researcher to move beyond technical proficiency and adopt a reflexive, attuned awareness of the intersubjective space shared with participants. Building on this stance, and grounded in a hermeneutic orientation, the paper argues that the phenomenological interview can be extended to capture embodied dynamics of relationality. Using an illustrative study of child–teacher relationships, it details the ‘EDGE’ methodological design: Embodying experience, Drawing, and Gathering artefacts to Express meaning. This multimodal approach is shown to access somatic and affective nuances often missed by language alone. The article contributes a rigorous framework that balances inclusive, rights-informed practice, particularly with children, with the demands of phenomenological fidelity, offering a pathway to more authentic research encounters.