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25A. International Journal of Qualitative Studies in Education Volume 21 Issue 1 2008 ================== Introduction: The complexity and power of methods and analytical optics ‫ בד"כ לא כוללים את מאמר הפתיחה‬.‫למאמר זה אין אבסטרקט‬. ------------------------------------------------------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. ----------------------------------(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

2 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. ------------------------------------------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.

------------------------------------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

3 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.