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	Fenomenologia hermeneutyczna krytyczna	Krytyczna etnografia
Dziedzina	Metody jakościowe	Metody jakościowe
Rodzina	Process / pipeline	Process / pipeline
Rok powstania	1960s–1990s (Gadamer 1960; van Manen 1990; critical synthesis developed through 1990s–2000s)	Late 20th century (~1980s–1993 systematisation)
Twórca	Hans-Georg Gadamer (hermeneutic tradition); Max van Manen (pedagogical application); influenced by Frankfurt School critical theory	Jim Thomas (systematised); rooted in Frankfurt School critical theory (Adorno, Horkheimer) and feminist/postcolonial traditions
Typ	Qualitative research approach	Qualitative research method
Źródło pierwotne	van Manen, M. (1990). Researching Lived Experience: Human Science for an Action Sensitive Pedagogy. State University of New York Press. ISBN: 978-0791404645	Thomas, J. (1993). Doing Critical Ethnography. Sage Publications.
Inne nazwy	CHP, critical hermeneutics, critically-oriented hermeneutic phenomenology, hermeneutic phenomenology with critical lens	critical ethnographic research, critical qualitative ethnography, advocacy ethnography, emancipatory ethnography
Pokrewne	6	6
Podsumowanie	Critical hermeneutic phenomenology is a qualitative research approach that combines Gadamerian hermeneutics — the philosophical study of interpretation — with critical social theory to examine both the lived meaning of experience and the structural, ideological, and power-laden conditions that shape it. It asks not only 'what is this experience like?' but also 'what historical, social, and political forces produce and constrain it?' The approach is widely used in education, nursing, social work, and the human sciences.	Critical ethnography is a qualitative research approach that combines sustained fieldwork immersion with explicit critical theory to examine how power, inequality, and ideology shape the lived experiences of marginalised communities. Unlike conventional ethnography, which aims to describe a culture as it is, critical ethnography commits the researcher to questioning what is taken for granted and to producing knowledge that can serve as a resource for social change. Rooted in Frankfurt School critical theory and expanded through feminist, postcolonial, and race-critical traditions, it treats the research process itself as a political act.