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as the simultaneous reading of selected texts by Bauman (1999). The analysis
work can by no means be described as quantitative or positivistic; it is more of
a generative and creative process.
The coding process was designed to facilitate the more „close up text analysis‟
by giving it a relevant direction (Wetherell & Potter, 1992). Not least on this
stage, I used Bauman's (1999) texts because they, in my opinion, offered
powerful metaphors. These metaphors can be described as condensed
ideological implications that could be associated or related with tentative
interpretative repertoires and tentative ideological dilemmas. The procedure
may be described as „relativizing‟, which in this case means that the text material
was gradually organized and dramatized according to a plot, which provides
other meanings than these texts would otherwise have had. However, it is
difficult to in detail account for the analysis and the many considerations that it
has implied. The point of the study is to demonstrate how a typical set of
interpretative repertoires and ideological dilemmas is available and invoked in
„school development as discursive practice‟. The analysis also suggests
proposals on how certain argumentative resources and versions of reality serves
as basic assumptions, without coming to explicit expression, that is to say
ideological implications.
In the light of the material's heterogeneous character and the analysis results it
is difficult and perhaps impossible to visualize such „basic assumptions‟, at least
by only reporting shorter passages. To be able to demonstrate all of this, it is
considered to be an advantage with long and rich sections if the rhetorical work
is to be seen as clear and meaningful to anyone but to the analyst (Wetherell &
Potter, 1992). Nonetheless I chose to blend short text passages with longer, by
accordance to Billig‟s (2005) reflection on this topic, that also single utterances
– e.g. an answer in an inquiry - may be viewed as part of interaction.
Ethical considerations
Research Ethical considerations are important, particularly as researchers and
participants do not meet as equals in research. The researcher is enrolled in
quite a different position than those involved in the research, which is an aspect
that ascribes special demands on the researcher not to use his or her special
position (Wetherell, 2001). For example, it applies to the information provided
to the participants that it is voluntarily to participate in an interview, survey, etc.
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