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In this article, we amplify the post in post-intentional phenomenology to demonstrate some of the unique possibilities this methodology might afford qualitative researchers interested in experimenting with entangled connections among seemingly disparate philosophies, theories, and methodologies. Specifically, we extend our amplification to the concept of reflexivity by conceptualizing an entangled post-reflexivity as a generative methodological move in post-intentional phenomenology specifically and in qualitative research more generally. Through three provocations, we experiment with how the concept of reflexivity might become, leading us to theorize an entangled post-reflexivity that aims to incite methodological movements and possibilities for qualitative inquiry.

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In this theoretical manuscript, I use Sartre's image of intentionality as a 'bursting forth toward' to describe what it was like for me to bridle my pre-understandings and developing understandings as I studied moments middle grades teachers recognize and respond when students do not understand something during instruction. In doing so, I suggest that throughout the study I consistently found myself in resistance to a giving-finding meaning dualism that divides the two primary approaches to conducting phenomenological research -interpretive (from Heidegger) and descriptive (from Husserl). To this end, I theorize that validity in phenomenological research might best be described through intentionality, because the validity will always move with and through the researcher's intentional relationship with the phenomenon -not simply in the researcher, in the participants, in the text, in their power positions, but in the dynamic intentional relationships that tie participants, the researcher, the produced text, and their positionality together.

This essay describes a vision of social class–sensitive pedagogy aimed at disrupting endemic classism in schools. We argue persistent upward mobility discourses construct classist hierarchies in schools and classroom practice and are founded on misunderstandings of work, lived experiences of social class, and the broader social and economic context of the United States and the world. Educators may unwittingly alienate the very students they hope to inspire, cause for serious inquiry into what a social class–sensitive pedagogy might entail. The manuscript highlights five interrelated principles that provide insights to what research tells us and how it can be used in K–12 and teacher education.