Making the gender aspect visible in qualitative research about learning. A question of trustworthiness and credibility in variations.
This paper suggests that there is a substantial risk when it comes to ensuring that we distinguish between gender-influenced experiences visible in qualitative research results/outcomes. The question is whether the object of inquiry in qualitative research in general allows other voices to be heard than the majority/mainstream voice. Or is there a risk that some voices will drown in the voice of t
