Understanding the processes by which practices become routinely embedded in everyday life is a long-standing concern of sociology and the other social sciences. It has important applied relevance in understanding and evaluating the implementation of material practices across a range of settings.This article sets out a theory of normalization processes that proposes a working model of implementation, embedding and integration in conditions marked by complexity and emergence. The theory focuses on the work of embedding and of sustaining practices within interaction chains, and helps in understanding why some processes seem to lead to a practice becoming normalized while others do not.

Implementing, embedding, and integrating practices: An outline of Normalization Process Theory.

List of illustrations Preface 1. The relevance of archaeological history 2. Classical archaeology and antiquarianism 3. The beginnings of scientific archaeology 4. The imperial synthesis 5. Culture-historical archaeology 6. Soviet archaeology 7. Functionalism in Western archaeology 8. Neo-evolutionism and the New Archaeology 9. The explanation of diversity 10. Archaeology and its social context Bibliographical essay References Index.

A History of Archaeological Thought

espected scholars of color have suggested (e.g., Stanfield, 1985, 1993a, 1994), even within the pages of this journal (J. A. Banks, 1993, 1995; Gordon, Miller, & Rollock, 1990), that the epistemologies we typically use in educational research may be racially biased. They have argued that our epistemologiesl-not our use of them, but the epistemologies themselves-are racially biased ways of knowing, implicitly proposing, thus, a new category of racism that could be labeled epistemological racism. There has been, however, a provocative lack of response-pro or con-to this race-oriented argument by leading educational methodologists in journals of education, including this one.2 But this lack of response is in curious contrast to the lively and contentious debates on other epistemological issues, such as quantitative versus qualitative (e.g., Cizek, 1995), objectivity versus subjectivity (e.g., Heshusius, 1994), validity (e.g., Lenzo, 1995; Moss, 1994), or paradigmatic issues in general (e.g., Bereiter, 1994; Delandshere & Petrosky, 1994; Gage, 1989). If we were among those raising this race-oriented issue, we would wonder why our efforts to argue that the epistemologies of educational research were racially biased provoked virtually no response, particularly among those who author the quantitative and qualitative research methods textbooks we all typically use. We would certainly wonder whether our argument was ignored because it raised the disquieting issue of race, because it was thought to be a weak or irrelevant argument, or because the argument was simply not understood. Unfortunately, we might also wonder whether this was just one more incidence of Ellison's (1972) "invisible man" syndrome, of Whites ignoring racial issues and people of color. As researchers whose race is White and who have

Coloring Epistemologies: Are Our Research Epistemologies Racially Biased?

We offer a revised institutional view of how new technology for information systems (IS) comes to be applied and diffused among organizations. Previous research argues that early adoption of a technological innovation is based on local, rational organizational choice, while later adoption is institutionalized and taken for granted. We suggest that institutional processes are engaged from the beginning. Specifically, a diverse interorganizational community creates and employs an organizing vision of an IS innovation that is central to its early, as well as later, diffusion. This vision serves key functions in interpretation, legitimation, and the organization and mobilization of economic roles and exchanges. The development and influence of an organizing vision is determined by a variety of institutional forces. Among these forces, the community's discourse serves as the developmental engine. Other factors—business commerce, the IS practitioners' world view, the motivating business problematic, the core te...

The Organizing Vision in Information Systems Innovation

Information systems development methodologies have been the subject of much attention over the .years.. A substantial body of research has focused on the need to develop methodologies that support viewing information systems as social constructs, and information systems development (ISD) as a social process. But if development a social process, what principles~ideals should inform it? Recent research has called for "emancipatory" ideals to be included. This debate can be expanded to explore not only what emancipatory principles might be applied in information systems development, but also how. Existing ISD methodologies only partially embrace emancipatory principles. One of these--ETHiCSseems the most likely candidate to be extended or "reformulated" to achieve emancipatory ideals more comprehensively. Organizations using this reformulated version of ETHICS should make some progress advancing emancipation while at the same time confronting limited resources and the presence of power and authority. The approach undertaken here is generic; researchers can similarly apply these reformulation techniques to other methodologies based on other paradigms.

Realizing emancipatory principles in information systems development: the case for ETHICS

Michel Foucault's Archaeology of Scientific Reason.

French science of the period between 1793 and 1830 is now a major focus of study. The large body of work produced since the nineteenth century, particularly in the field of institutional history, has provided the background for important attempts in the last ten or fifteen years to apply tools of sociological analysis to this field of enquiry. Particularly important have been theories of professionalization and institutionalization. It is the purpose of this paper to examine the consequences of the use of such models in relation to this specific historical context. In particular, I shall suggest that such questions as the importance of institutions in the conduct of science, and the extent to which science became a profession or remained a vocation, may be better understood once the world of French science has been situated in a wider political and intellectual context. An article, however, can do no more than suggest new perspectives, and must leave to more extended treatments the work of amplification and correction. Briefly, however, this paper will argue for a view of science at this period as locked in a conflict between the ambiguous demands of the political world on the one hand, and on the other pressures on individuals and groups within the vocation of science to conform to an ideology which viewed science as completely non-political.

https://www.jstor.org/stable/pdfplus/4026118.pdf

Politics and vocation: French science, 1793-1830.

Geography Unbound: French Geographic Science from Cassini to Humboldt

The Body and the French Revolution: Sex, Class, and Political Culture.

Who made man the exclusive judge, if woman partake with him of the gift of reason? For man and woman, truth, if I understand the meaning of the word, must be the same; yet for the fanciful female character, so prettily drawn by poets and novelists, demanding the sacrifice of truth and sincerity, virtue becomes a relative idea, having no other foundation but utility, and of that utility, men pretend arbitrarily to judge, shaping it to their own convenience. The male is male only at certain moments. The female is female her whole life…everything constantly recalls her sex to her…a perfect woman and a perfect man ought not to resemble each other in mind any more than in looks. The Enlightenment devoted great energies to the definition of gender, so great in fact that some historians have seen this period as a watershed in European culture's attempts to define difference between the sexes. Gender, like the exotic, was an area of difference. It therefore challenged some very strong strands in Enlightenment thought, the strands that emphasised the idea of a universal human nature, and a universal human history, both validated by the possession of a single universal human form of rationality. It was no accident that by the end of the eighteenth century many thinkers such as Mary Wollstonecraft were to equate the denial of rights to slaves and the denial of rights to women. Each destabilised crucial Enlightenment assumptions. Yet in practice as well as in much Enlightenment writing, each was insisted upon. This chapter attempts to understand this contradiction.

Dorinda Outram

Papers

Michel Foucault's Archaeology of Scientific Reason.

Politics and vocation: French science, 1793-1830.

Geography Unbound: French Geographic Science from Cassini to Humboldt

The Body and the French Revolution: Sex, Class, and Political Culture.

The Enlightenment: Enlightenment thinking about gender