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Concerns about children's and teenager's use of computer games and their access to films with a high level of violence, coupled with concerns about the possible transfer of aggression from media to children are widespread. However, the question is whether aggression among children and youth necessarily stems from one clear point of origin. This article uses Karen Barad's agential realist conceptualizations of intra-active enactment of material-discursive phenomena together with Judith Butler's poststructuralist conceptualizations to look at a study focused on this issue. Thinking with these theories and interviews with two boys aged 9 and 11 about their everyday lives in and outside of schools, I investigate where violence and aggression move in children's everyday lives, how flows of violence and aggression intra-act, and what feeds into them. I further discuss which kinds of aggression become objects of adult concern and which remain out of focus. In these analyses, I argue that new materialist theory is especially helpful in thinking about the many intra-acting forces in the enactment of children's and youth's lives and that analytical attention to the intra-action of virtual aggression as part of a comprehensive apparatus of production brings complexity to the analyses and produces new, surprising, and more useful knowledge about this issue.

This article provides analyses of ways in which sociocultural categories interfere with more formal assessment practices in academic contexts. While arguing that university careers demand academic as well as cultural and social capabilities, the analyses set out to understand how discourses of sex/gender, age, power and disciplinary position intersect, and how these intersections affect mutual interpretations among academicians. The text opens insights into some of the discursive practices that are provided for men and women, young and senior academics working in the margins or the core of their disciplines, in order for them to be read as culturally intelligible in their academic contexts. Intersections are shown to form highly complex networks of discursive practices that not only 'cut through' or 'add' effects of meaning to each other, but also work to tone and transform the pathways laid out for individuals in their lived lives. The analyses are based on an empirical study conducted among male and female assistant, associate and full professors at five different universities.

International audience ; This article is an attempt to rethink the interconnectedness between discourse and subjective agency and to highlight methodological approaches to studies of gendering processes as a central part of it. The notions of desire, subjectification and biography are understood as mediated by narratives and metaphors, as a movement between the individual and her contexts. The transformative methodological project suggests conceptual retoolings as new analytic approaches to empirical analysis of the kind that aims to provide complex understanding of subjectification processes in lived life. The empirical field brought into the article as a means of explication deals with university cultures, and more specifically with a case of an assistant professor caught in conflicts between official academic discourses and more subtle political and gendered discourses. The author takes the concepts of desire trajectories, discursive authority, multifaceted discursive realities and past experiences (biography) into an analysis of the enacting forces involved in the processes of exclusion that finally ejects the protagonist in the empirical case from the university field.

Dorte Marie Søndergaard introducerer Browyn Davies

Is the concept of intersectionality constructive? In relation to what, who, and where will it be constructive? Does the concept demand a research focus upon certain minoritized groups or is it possible to use the concept in analysing both minoritized and majoritized groups? Is the concept an answer to a longing for complexity or is it rather a way to reduce subjectification into mechanistic and rather inflexible structures? How are phenomena such as 'corporate masculinity' and 'coaching leadership' related to the further work on the concept? The article discusses such questions through theoretical reflections on power, metaphors and agency and through empirical material from the research project Diversity, Gender and Top Management and it offers a retooled conceptualisation of intersectionality as a transgressive methodology on messy spaces of becoming. The article reflects how such conceptualization of intersectionality is constrained by the discipline of social psychology and it discusses the troubles connected with the reworking of concepts.

Dorte Marie Søndergaard: "Kønsforskning: en udfordrer og fornyer i relation til vidensformer og forskningsstrukturer"Alexandra Bagger: "Kvindens logocentriske begær"

The article takes up the discussion about qualitative and quantitative research methods as ostensibly incopatible approaches to empirical studies - an understanding which is broadly disseminated within a range of academic disciplines. The authors trouble this dualistic understanding through concrete discussions of methodological approaches conducted by as well qualitatively as quantitatively oriented reseachers. It is argued, that difference and potential incompatibility must be seen in relation to the metatheoretical basis for the studies and thereby in relation to the research ambitions, in which the studies are involved.

AbstractIn this article, we seek to gain knowledge about the phenomenon of persistent school absence. Situations where a student is absent from school for long periods are often characterized by high levels of frustration among adults and a tendency to blame either the school or the parents. However, in contrast to most research in school absence, we do not ask why some students become persistently absent from school. Rather, we take up the Deleuzo-Guattarian concept of the assemblage and their concept of lines of flight (Deleuze and Guattari A thousand plateaus: Capitalism and schizophrenia, 1987) to analyze the school as an assemblage and how it works as an arrangement of elements and movements to ensure that children's bodies can be found on the school premises during certain hours of the day. We then analyze and discuss the processes set in motion when students start to flee the assemblage by staying home, gradually enabling the persistent school absence assemblage to emerge and territorialize. Finally, based on Puig de la Bellacasa's (de la Puig Matters of Care: Speculative Ethics in More than Human Worlds, 2017) conceptualization of care, we discuss how the school assemblage might succeed in recruiting the persistently absent students if it generated more care.

The article explores Karen Barad's theoretical framework, agential realism, to seek out theoretical perspectives that can be used as analytical approaches to empirical data. By selecting two pieces of data we aim to illustrate the analytical possibilities offered by this approach. The first piece of data stipulates an opening of 'WHAT OF' of the activities in a world of computer games: WHAT OF the myriad of real and virtual voices, sentiments and actions and their interconnections and meaning for gendered subjectification? The second piece is guided by 'WHAT IF' thinking: WHAT would we be able to see IF we brought insights from quantum physics, i.e. spacetimemattering, to the conception of thinking subjects. The examples show that agential realism offers a theoretical framework that allows access to a much wider set of enacting forces to be considered in the analysis. By reading agential realism diffractively with two different empirical examples and two different research ambitions, our attention is drawn to specificities of what the engagements may enact consequently.