Research draws upon the foundations of phenomenology and hermeneutics to make interpretive sense of the lifeworlds of teachers and students and the broader educational community.

Dr. Francine Hultgren is a phenomenologist who grounds her approach as a researcher and teacher in the lived realities of educational experiences and students’ lives. She teaches courses in curriculum theory, story and narrative in understanding curriculum text, curriculm and communication, research methods and hermeneutic-phenomenological inquiry. As a researcher her interest is decidedly pedagogic, drawing upon the foundations of phenomenology and hermeneutics to make interpretive sense of the lifeworlds of teachers and students and the broader educational community. Dr. Hultgren received her Ph.D. from The Pennsylvania State University in Curriculum Studies, M.S. from North Dakota State University and B.S. from the University of Minnsota. Two of her most significant publications are the following books: “Toward Curriculum for Being: Voices of Educators” and “Being Called to Care.” Dr. Hultgren has received numerous Distinguished Speaker/Visiting Scholar Awards at such institutions as the University of Illinois, University of North Carolina, Brigham Young University, the University of Idaho, University of British Columbia, University of New Brunswick, and Mt. Saint Vincent University. Dr. Hultgren also holds graduate faculty status in the Leadership Academy at Iowa State University where she was selected as a Crtitical Science Research Fellow by Kappa Omicron Nu for a commissioned paper on “Autobiographical Grounding in Critical Science Inquiry.” Recently she received the award for Outstanding Service to the College of Education and also is a recipient of the University of Maryland Presidential Award for Outstanding Service to the Schools in Maryland and the First Outstanding Mentor Award by the Department of Education Policy and Leadership.

Selected Publications

  • Lashley, M. E., Neal, M. T., Slunt, E. T., Berman, L. M., & Hultgren, F. H. (1994). Being called to care. Albany, NY State University of New York Press.

  • Berman, L. M., Hultgren, F. H., Lee, D., Rivkin, M. S., & Roderick, J. A. (1991). Toward curriculum for being: Voices of educators. Albany, NY: State University of New York Press.

Book Chapters

  • Hultgren, F. H. (1996). From "alternative" modes of inquiry--To "competing" paradigms--To "complimentarity:" Where have we come and what have we learned? In S. Redick (Ed.), Review and synthesis of family and consumer sciences education research, American Association of Family and Consumer Sciences Teacher Education Yearbook 16 (pp. 16-34). Peoria, IL: Glencoe/McGraw-Hill.
  • Hultgren, F. H. (1992). The transformative Power of "being with" students in teaching. In L. Peterat & E. Vaines (Eds.), Lives and plans, signs for transforming practice. American Association of Family and Consumer Sciences Education Yearbook 12 (pp. 221-242). Peoria, IL

Journal Articles

  • Arminio, J., & Hultgren, F. (2002). Breaking out of the shadow: The question of criteria in qualitive research. The Journal Of College Student Development (Special Edition on Critical Issues in Qualitive Research ), 43 (4), 446-460.
  • Satina, B., & Hultgren, F. (2001) The absent body of girls made visible: Embodiment as a focus in education. Studies in Philosophy and Education: An International Quarterly, 20 , 521-534.
  • Hultgren, F. H. (1995). The phenomenology of "doing" phenomenology: The experience of teaching and learning together. Human Studies: A Journal for Philosophy and the Social Sciences, 18, 371-388.
  • Lashley, M. E., Neal, M. T., Slunt, E. T., Berman, L. M., & Hultgren, F. H. (1994). Being called to care. Albany, NY State University of New York Press.
  • Hultgren, F. H. (1994). Interpretive inquiry as a hermeneutics of practice. Journal of Family and Consumer Sciences Education, 12 (1), 11-25.
  • Hultgren, F. H. (1993). A hermeneutic challenge to the methodological mentality in qualitative inquiry. Journal of Vocational Education Research, 18 (2), 21-42.
  • Hultgren, F. H. (1991). Stories, standpoints, and contradictions: Developing a critical orientation in undergraduate programs for everyday life. People and Practice: International issues for Home Economics, 3 (1), 1-23.

Presentations

  • Hultgren, F.H. (2003, November). A phenomenology of friendship: Cradled in the Circle of Anam Cara (Soul Friends). Symposium presentation at the Society for Phenomenalogy and the Human Sciences Annual Meeting, Boston, MA.
  • Hultgren, F.H. (2003, June). Bee-ing together in the word world of the circle: Making a new kind of honey. Symposium presentation at the 25th International Association for Human Caring Conference, Boulder, CO.
  • Hultgren, F.H. (2002, October). The exploration of lived place in phenomenological writing. Symposium presentation at the society for Phenomenology and the Human Sciences Annual Meeting, Chicago.
  • Hultgren, F. (2002, May). Dwelling together through listening: Gathering interpretive insights for nursing education and practice. Symposium presentation at the 24th International Association for Human Caring Conference, Boston, MA.
  • Hultgren, F.H. (2001, October). What is it that phenomenology does with us? The transformative effect of doing phenomenology. Symposium presentation at the Society for Phenomenology and the Human Sciences Annual Meeting, Baltimore MD.
  • Hultgren, F.H. (2001, October). Exploring professional development: Understanding the lived time and place of teachers. Symposium presentation at the Society for Phenomenology and the Human Sciences Annual Meeting, Baltimore, MD.
  • Hultgren, F.H. (2001, October). Dwelling together through listening: Gathering interpretive insights for nursing education and practice. Symposium presentation of the Society for Phenomenology and the Human Sciences, Baltimore, MD.
  • Hultgren, F.H. (2000, October). Lived relations: Exploring interpersonal connections. Symposium presentation at the Society of Phenomenology and the Human Sciences Annual Meeting, University Park, PA.
  • Hultgren, F.H. (2000, October). Educational contexts for lived relationality: Community making through cultural conversations. Symposium presentation at the Society for Phenomenology and the Human Sciences Annual Meeting, University Park, PA.
  • Hultgren, F.H. (2000, April). Multiple perspectives on teachers experiences with supervision in self-directed professional growth planning. Symposium discussant at the American Education Research Association Annual Meeting, New Orleans.
  • Hultgren, F.H. (2000, April.) A non-traditional theoretical framework for home economics education. Symposium discussant at the American Education Research Association Annual Meeting, New Orleans.

Leadership Roles

  • Oversight Panel Member (appointed by the Governor) to monitor reform efforts in Prince Georges County Public Schools
  • Lifetime Achievement Award Committee, Division B, American Educational Research Association
  • Member of the National Council for Accreditation for Teacher Educations Board of Examiners
  • Faculty Liaison, Phi Delta Kappa, University of Maryland Chapter
  • Editorial Committee, Kappa Omicron Nu
  • 1998 Margaret Ritchie Distinguished Speaker, University of Idaho
  • 1998 Outstanding Faculty Mentor Award, Graduate Student Association, Department of Education Policy, Planning and Administration
  • 1996 Prince Georges Chamber of Commerce Outstanding Higher Education Representative Award for Outstanding Service to the Schools in Prince Georges County
  • 1993 The University of Maryland Presidential Award for Outstanding Service to the Schools in Maryland
  • 1992 Visiting Scholar to the University of New Brunswick, Faculty of Education, Frederick, N.B., Canada: Presentation of the Magee Lecture

Areas of Service

  • External Reviewer for the Curriculum Department at the University of British Columbia, Vancouver, B.C.
  • Presentation to the 21st Century Schools in Prince Georges County on Successful Schools Research in Maryland
  • Workshop on Interpretive Modes of Inquiry for Faculty Development at Howard Community College, Columbia, MD
  • Workshop for Campus-Wide Teaching Assistants Orientation at the University of Maryland on Critical Thinking in the Classroom
  • Advisor for the Phenomenology Graduate Student Group at the University of Maryland