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25A. International Journal of Qualitative Studies in Education

Volume 21 Issue 1 2008
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Introduction: The complexity and power of methods and analytical optics
‫ בד"כ לא כוללים את מאמר הפתיחה‬.‫למאמר זה אין אבסטרקט‬.
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Who is ready for the results? Reflections on the multivoicedness of useful research

Authors: Dorthe Staunæs a; Dorte Marie Søndergaard a

Affiliation: a Danish School of Education, University of Århus, Denmark

Source: International Journal of Qualitative Studies in Education, Volume 21, Issue 1

January 2008 , pages 3 - 18
Subject: Research Methods in Education;

How is the usefulness of research assessed as university research becomes more and more
commodified? The question is addressed through an analysis of how the results of a particular
research project were received in a large private company that had provided the main funding
for a research project on gender and top management, a project based on poststructuralist
approaches. The ways in which the company received the research took many forms. There
were differing responses from the organization's human resource staff, the managers and the
Chief Executive Officer (CEO) depending on their varying interests, hierarchical positions and
individual investments in specific organizational moves and individual careers. People in
different positions in the organization applied elements from rationalist and constructionist
discourses and combined them in ways that were neither coherent nor fixed. The article offers
a complex analysis of the many and still shifting forces involved in the recipients' assessments
of usefulness. It poses questions for researchers and university management concerning
researchers' current working conditions and the protection of research integrity.
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(Re)constructing strategies: a methodological experiment on representation
Authors: Bibi Hølge-Hazelton a; Jo Krøjer b
Affiliations: a Danish School of Education, University of Aarhus, Denmark

b
Roskilde University, Denmark
Source: International Journal of Qualitative Studies in Education, Volume 21, Issue 1
January 2008 , pages 19 - 25
Subject: Research Methods in Education;

The article describes an experiment in which two researchers engaged in developing poetic
forms of representing qualitative empirical research switch their individually produced
empirical material and work simultaneously on each other's products. The intention is to
investigate what we, as researchers, are adding to and extracting from the empirical material
in poetical processing. It may be that the condensed, poetic texts can be seen as primarily
representing the relation between the researcher and the persons she met in 'empirical time'.
Thus, poetical processing is a process in which this relation - or at least the researchers'
notion hereof - is added to the empirical product. By switching empirical texts and conducting
poetical condensation on an unknown text, an attempt is made to qualify an understanding of
what is added and the strategies being used - which might prove to be specific to each
individual. Does this, then, in the end mean that the condensed poetic texts are not
representing anything related to 'empirical time', but are to be seen as something entirely
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new? And if so, does it matter?

Poethical: breaking ground for reconstruction

Authors: Jo Krøjer a; Bibi Hølge-Hazelton b

Affiliations: a Roskilde University, Denmark

b
Danish School of Education, University of Aarhus, Denmark
Source: International Journal of Qualitative Studies in Education, Volume 21, Issue 1
January 2008 , pages 27 - 33
Subject: Research Methods in Education;

Departing from a methodological experiment performed by the authors, this article reflects on
and discusses issues of ethics and politics in poetic strategies of 'representation'. In relation
to the experiment the article questions how to conceive the notion of connectedness between
empirical time and the reconstruction of it in poststructuralist research. In continued reflection
the article elaborates on the meaning and status of body and emotion in poststructuralist,
feminist research. The article digs further into questions of poststructuralist epistemology and
validity, and asks if poetic, open-ended ways of presenting lived experience are especially
ethical. These reflections lead to a discussion of the possibility of complex and ambiguous
poetic representations being politically influential, i.e. how this research can matter to others.
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Anchors of meaning - helpers of dialogue: the use of images in production of relations
and meaning
Author: Christina Hee Pedersen a
Affiliation: a Roskilde University, Denmark

DOI: 10.1080/09518390701768781
Publication Frequency: 6 issues per year
Source: International Journal of Qualitative Studies in Education, Volume 21, Issue 1
January 2008 , pages 35 - 47
Subject: Research Methods in Education;

What is it that images can do that cannot be done by words alone? This article illustrates and
discusses how visual expressions act as helpers of dialogue - anchors of meaning. The main
argument is that the inclusion of pictorial material is a useful way to develop poststructuralist
thinking technologies to further expand our understandings of the complexities of
communication in individual as well as collective sense-making. The primary aim of the article
is to present the method - the image exercise1 - so as to inspire other researchers to explore
its potential wit in their own research contexts. It will also be argued that the method
presented has the potential of establishing bonding, political awareness and meaningful
collective knowledge production among all participants involved in a research process.
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Resisting and committing to schooling: intersections of masculinity and academic
position
Author: Malou Juelskjær a
Affiliation: a Danish School of Education, University of Aarhus, Denmark

Source: International Journal of Qualitative Studies in Education, Volume 21, Issue 1

January 2008 , pages 49 - 63
Subject: Research Methods in Education;

In Western countries, discourses concerning 'boys failing school' are circulated in media as
well as in schools. Research is conducted that offers sweeping sociological, societal or
biological explanations, or context-sensitive ethnographic or social psychological and variable
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explanations on the relation between boys and school life. In this article the author outlines
her research into boys in school, based on her empirical studies of subjectification processes
in the institutionalized context of school life. The case study is 'Ryan', who switched schools
and left a school life in which he was 'resisting schooling'. At the new school, new possibilities
were available. The analysis shows how complexly the dynamics of resisting and committing
to school are intertwined with local, shifting and intersecting categories of masculinity,
academic learning, race and the struggles of power within and between these categories, and
also with struggles of what is pedagogically relevant.