This article examines five common misunderstandings about case-study research: (1) Theoretical knowledge is more valuable than practical knowledge; (2) One cannot generalize from a single case, therefore the single case study cannot contribute to scientific development; (3) The case study is most useful for generating hypotheses, while other methods are more suitable for hypotheses testing and theory building; (4) The case study contains a bias toward verification; and (5) It is often difficult to summarize specific case studies. The article explains and corrects these misunderstandings one by one and concludes with the Kuhnian insight that a scientific discipline without a large number of thoroughly executed case studies is a discipline without systematic production of exemplars, and that a discipline without exemplars is an ineffective one. Social science may be strengthened by the execution of more good case studies.

Five Misunderstandings About Case-Study Research

This article examines five common misunderstandings about case-study research: (a) theoretical knowledge is more valuable than practical knowledge; (b) one cannot generalize from a single case, therefore, the single-case study cannot contribute to scientific development; (c) the case study is most useful for generating hypotheses, whereas other methods are more suitable for hypotheses testing and theory building; (d) the case study contains a bias toward verification; and (e) it is often difficult to summarize specific case studies. This article explains and corrects these misunderstandings one by one and concludes with the Kuhnian insight that a scientific discipline without a large number of thoroughly executed case studies is a discipline without systematic production of exemplars, and a discipline without exemplars is an ineffective one. Social science may be strengthened by the execution of a greater number of good case studies.

/pdf/five-misunderstandings-about-case-study-research-5fjkxsjtxc.pdf

Part 1: Social Analysis, Discourse Analysis, Text Analysis 1. Introduction 2. Texts, Social Events, and Social Practices 3. Intertextuality and Assumptions Part 2: Genres and Action 4. Genres 5. Meaning Relations between Sentences and Clauses 6. Types of Exchange, Speech Functions, and Grammatical Mood Part 3: Discourses and Representations 7. Discourses 8. Representations of Social Events Part 4: Styles and Identities 9. Styles 10. Modality and Evaluation 11. Conclusion

http://disciplinas.stoa.usp.br/pluginfile.php/270695/mod_folder/content/0/ii.%20Norman_Fairclough_Analysing_discourse.pdf?forcedownload=1

Analysing Discourse: Textual Analysis for Social Research

The Wretched of the Earth

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The Practice Of Everyday Life

Preface The Object Introduction I. DISCIPLINARY CODES 1. The Historical Code The History of the Texts The History of the People Connoted History 2.The Theological Code THe use of the Theological Code Religious Codes 3. The Anthropological Code The Concept of Judge The Ethnographic Context The Oral Code 4.The Literary Code The Polemic Lyric Code The Nonpolemic Lyric Code The Narratological Code The Aesthetic Literary Code II. TRANSDISCIPLINARY CODES 5. The Thematic Code Closing and Opening of Thematics The Theme as Starting Point The Thematic Code at Work The Thematic Code as Censor The Code as Method 6.The Gender Code The Gendered Subject The Gender Code and the Narrarive The Gender Code and the Song Conclusion References Index

Murder and Difference: Gender, Genre, and Scholarship on Sisera's Death

Rapports entre narratologie et paradigmes de la connaissance analyses par la presentation de trois etudes dans les domaines de l'anthropologie, l'histoire de l'art et la theorie feministe: narration et epistemologie, semiotique de la pratique pronominale (1 e , 2 e , 3 e personnes), seduction du mimetisme.

First person, second person, same person: narrative as epistemology

The Politics of Citation@@@The Colonial Harem@@@Wildheid en Beschaving: De Europese Verbeelding van Afrika@@@Difference and Pathology: Stereotypes of Sexuality, Race, and Madness

Deconcertante, car elle met en question la linearite du texte; seduisante, car elle suscite la reflexion sur la narrativite du recit, et provoque ainsi une prise de conscience de son fonctionnement; mal definie, car elle n'a pas ete incorporee dans une theorie coherente de la litterature : la mise en abyme est sujet depuis un quart de siecle a une veritable proliferation, tant dans les (nouveaux) romans que dans les ecrits theoriques et critiques. Baptisee par Gide, utilisee par les nouveaux romanciers qui manifestaient pour elle une delectation prononcee, elle a subi le sort de toute notion metaphorique. Au fur et a mesure de sa vulgarisation elle a perdu son sens precis pour devenir un concept passe-partout de la critique litteraire. L'origine picturale de son nom a contribue a l'imprecision de la notion en litterature. Sa grande popularite dans le Nouveau Roman francais a plus ou moins limite son etude au domaine francais, bien qu'elle fonctionne dans les arts de partout et de toujours. Paradoxalement donc, sa proliferation allait de pair avec un isolement grandissant. En effet, si nombreuses que soient les reflexions qui lui ont ete consacrees, elle n'a pas vraiment ete integree dans la theorie litteraire. Aussi peut-on se rejouir qu'elle soit aujourd'hui l'objet, pour la premiere fois, d'une etude systematique, coherente et originale.

Mise en abyme et iconicité

At the risk of reducing cultural history, in this paper I assume that in Western culture, at least since the Middle Ages, the two cultural activities of looking at images and reading texts have been disciplined through the promotion of realism as the basic mode of reading. Realism is, then, reading for a content that is modeled on reality at the expense of awareness of the signifying system of which the work is constructed. The problem with realism as the proper way of reading and looking is that it encourages ideological manipulation as it passes content off as natural. Yet realism has succeeded in becoming so "natural" a mode of reading that denying or ignoring its pervasiveness will not help us move beyond it. In this paper, I will discuss one way of countering realism's disciplining effects by opposing realistic to textual reading and by maintaining, rather than resolving, the tension between the two. I will do so through the analysis of a painting by Rembrandt and its literary pretext.

/pdf/de-disciplining-the-eye-1joswr1jxx.pdf

Mieke Bal

Papers

Murder and Difference: Gender, Genre, and Scholarship on Sisera's Death

First person, second person, same person: narrative as epistemology

The Politics of Citation@@@The Colonial Harem@@@Wildheid en Beschaving: De Europese Verbeelding van Afrika@@@Difference and Pathology: Stereotypes of Sexuality, Race, and Madness

Mise en abyme et iconicité

De-Disciplining the Eye