“…But qualitative approaches designed to explore the meaning of human experience and phenomena, such as forms of hermeneutic (Fleming et al, 2003; Packer & Addison, 1989; Stigliano, 1989; Yanchar & Slife, 2017) and phenomenological (Giorgi & Giorgi, 2003; Wertz, 2005) inquiry, would seem to offer suitable methodological resources in this regard. For example, one recent hermeneutic study of student question asking in a graduate course suggested that concern and control were often connected with how, or whether, students asked questions in class (Gong & Yanchar, 2019). While the explicit topic of this study was student question asking as a kind of moral–educational practice, and the term “control” was not explicitly mentioned, the relevance of control became clear as some participants tended to dominate class time through their questions while others felt a kind of duty to avoid such domination or sought a balance between exerting too much and too little control over class discussion.…”