The archaeology of knowledge
01 Sep 1989-pp 227-260
TL;DR: We may not be able to make you love reading, but archaeology of knowledge will lead you to love reading starting from now as mentioned in this paper, and book is the window to open the new world.
Abstract: We may not be able to make you love reading, but archaeology of knowledge will lead you to love reading starting from now. Book is the window to open the new world. The world that you want is in the better stage and level. World will always guide you to even the prestige stage of the life. You know, this is some of how reading will give you the kindness. In this case, more books you read more knowledge you know, but it can mean also the bore is full.
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TL;DR: The authors explored the ways in which the Beatles continue to affect the meaning of places in Liverpool and found that the landscape of Beatles places is composed of a patchwork of authentic, replicated or historically unrelated commercial and vernacular places.
Abstract: Forty years after their rise to international fame, the Beatles continue to be a presence on the cultural landscape. More than any other place, Liverpool remains intrinsically linked with the Beatles' legacy. This paper explores the ways in which the Beatles continue to affect the meaning of places in Liverpool. Framed by both commercial and governmental agencies as a tourist landscape, the places associated with the Beatles are represented to visitors through narratives that selectively employ particular discourses related to the Beatles. The fieldwork for this research suggests that the landscape of Beatles places in Liverpool is composed of a patchwork of authentic, replicated or historically unrelated commercial and vernacular places. Narratives forwarded by the local tourism industry weave the places together as a unified landscape and locate visitors in relation to it. This research draws from and expands upon literatures of music geographies, and the commodification of experience through heritage t...
52 citations
TL;DR: The authors found that teachers do not enter their classrooms as "blank slates" with respect to diversity questions; teachers respond differently to the challenge of school integration; and a few teachers went against the grain and responded to school integration in a way that holds immense promise for the South African schooling system.
Abstract: Recognizing that teacher commitments are consequential for classroom practice, this study sets out to determine the extent to which the ethos of South African schools has been transformed towards integration in the truest sense. Findings emanating from this research indicate that teachers do not enter their classrooms as ‘blank slates’ with respect to diversity questions; teachers respond differently to the challenge of school integration; and a few teachers went against the grain and responded to school integration in a way that holds immense promise for the South African schooling system.
52 citations
Cites background from "The archaeology of knowledge"
...It involves embracing the “archaeology of knowledge heritages, and notions of love, equality and justice that exist in cultures around the world, and actively re-appropriating these and putting it at the service of present and succeeding generations ” (Foucault, 1972:210)....
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...Postcolonial studies seek to deconstruct the ongoing discourses; they point out the need to ask questions and to focus different ways of stating the problems in the dominant discourses in education, for example, related to power (Foucault, 1972; Deacon, 2006)....
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TL;DR: The authors examines the contribution of complexity theory in more detail to suggest that the epistemological obstacles that complexity science identifies also challenge the kind of pragmatic, deliberative model that Sanderson prefers.
Abstract: The trend in government and public policy towards evidence-based policy making has recently been the subject of criticism from authors such as Ian Sanderson who argue that the insights of complexity theory undermine the claims of evidence that these forms of policy design advocate. While taking on board the primary claim of this critique, this article examines the contribution of complexity theory in more detail to suggest that the epistemological obstacles that complexity science identifies also challenge the kind of pragmatic, deliberative model that Sanderson prefers. Instead, it examines the work of Michael Freeden on failure and Michel Foucault on error to demonstrate the ways in which approaches that are less wedded to epistemological certainty can enable policy makers to think more creatively about the complex terrain they must navigate and develop more innovative and less risk-averse forms of political action.
51 citations
Cites background from "The archaeology of knowledge"
...This is significant because it enables us to move beyond Foucault’s archaeological method (Foucault, 1972) in seeking to explain complex changes that are taking place in the present and suggests that conceptual structures that help provide meaning in interpretation are not locked in place but are…...
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Dissertation•
01 Jan 2013
TL;DR: This article used Hellman's notion of pentimento to illustrate the fluidity and multilayeredness of human experience as well as the complex nature of'seeing' where each layer mixes with the other and renders irreversible influences on our perceptions of it.
Abstract: Set in two primary schools in Manchester, England and drawing on personal reflections, my pursuit of what it means to belong within the early years takes me through a myriad of personal stories, inner struggles, crisis points and glimpses of hope. A significant feature running through this thesis is my own biography and my own rhizomatic journey where belonging and identity oscillate with the experience of the young participants. The main philosophical underpinning is Deleuze and Guattari’s work where specifically concepts such as majoritarian/minoritarian and the rhizome, which is symbolic of both theory and research that allows for multiplicities, interconnection and fluidity, have the effects of destabilising my common sense understanding of what it means to belong.
This work takes a multidisciplinary qualitative positioning to make sense of, as well as critique taken-for-granted assumptions of both researching and conceptualising belonging and identity. Drawing from art, I utilise Hellman’s notion of pentimento to illustrate the fluidity and multilayeredness of human experience as well as the complex nature of ‘seeing’ where ‘each layer mixes with the other and renders irreversible influences on our perceptions of it’ (Donald, 2004:24). I may, therefore, never come to a conclusive understanding of the ‘pure’ ‘original’ beginnings of children’s sense of belonging and identity as there are as multiple explanations as there are ways of knowing, neither will I determine the end. In this regard, ‘tracing’ pure origins of children’s belonging and identity is a futile endeavour. Rather ‘mapping’ allows for connections that are not ‘readily perceptible to the normative subjects of dominant reality’ (Lorraine, 2003:269). The purpose is not to provide definitive answers or assertions, but rather to illuminate the materialisation of belonging and identity within the early years context. It utilises observations and discussions whilst capturing the complex ways in which bodies, both human and nonhuman connect. In a minimal way, it also makes use of pictorial data to enhance the description of the geographical contexts of the two schools.
This study affirms that children’s sense of belonging and identity is dynamic, always in process and, therefore, constantly mutating. This has consequences for the ways in which we activate relations with children particularly in relation to language and special educational needs. Like a mirage, attempting to pin down what it means to belong and the determination of identity remains elusive. Therefore, we are left with moments-in-time of manifestations of belonging and identity in a spectrum of infinity where ‘tracing’ the beginning is as futile as reaching out to the end. Thus, this work questions what the repercussions are in terms of these fleeting glimpses of manifestations.
51 citations
TL;DR: In this paper, a panorama del tipo de analisis antropologicos that estan siendo implementados in el area of las nuevas tecnologias, sugiero algunos pasos adicionales for la articulacion de una antropologia de la cibercultura.
Abstract: El uso generalizado de computadores, de biotecnologias y el flujo de informacion digital han introducido en la vida social contemporanea transformaciones importantes. Tanto, que algunos argumentan que un nuevo orden cultural esta cobrando forma: la “cibercultura” (cyberculture). En este articulo presento un panorama del tipo de analisis antropologicos que estan siendo implementados en el area de las nuevas tecnologias; asi mismo, sugiero algunos pasos adicionales para la articulacion de una antropologia de la cibercultura. Esta aproximacion se cimienta en estudios de ciencia, tecnologia y sociedad en varios campos y en analisis criticos sobre la modernidad. Tambien exploro las implicaciones de la tecnociencia para la teoria antropologica y la investigacion etnografica.
51 citations
References
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Book•
18 Jul 2003
TL;DR: 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. Discourses 8. Representations of Social Events Part 4: Styles and Identities 9. Modality and Evaluation 11. Conclusion
Abstract: 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
6,407 citations
TL;DR: A set of principles for the conduct and evaluation of interpretive field research in information systems is proposed, along with their philosophical rationale, and the usefulness of the principles is illustrated by evaluating three publishedinterpretive field studies drawn from the IS research literature.
Abstract: This article discusses the conduct and evaluatoin of interpretive research in information systems. While the conventions for evaluating information systems case studies conducted according to the natural science model of social science are now widely accepted, this is not the case for interpretive field studies. A set of principles for the conduct and evaluation of interpretive field research in information systems is proposed, along with their philosophical rationale. The usefulness of the principles is illustrated by evaluating three published interpretive field studies drawn from the IS research literature. The intention of the paper is to further reflect and debate on the important subject of grounding interpretive research methodology.
5,588 citations
Book•
01 Jan 1999
TL;DR: In Sorting Things Out, Bowker and Star as mentioned in this paper explore the role of categories and standards in shaping the modern world and examine how categories are made and kept invisible, and how people can change this invisibility when necessary.
Abstract: What do a seventeenth-century mortality table (whose causes of death include "fainted in a bath," "frighted," and "itch"); the identification of South Africans during apartheid as European, Asian, colored, or black; and the separation of machine- from hand-washables have in common? All are examples of classification -- the scaffolding of information infrastructures. In Sorting Things Out, Geoffrey C. Bowker and Susan Leigh Star explore the role of categories and standards in shaping the modern world. In a clear and lively style, they investigate a variety of classification systems, including the International Classification of Diseases, the Nursing Interventions Classification, race classification under apartheid in South Africa, and the classification of viruses and of tuberculosis. The authors emphasize the role of invisibility in the process by which classification orders human interaction. They examine how categories are made and kept invisible, and how people can change this invisibility when necessary. They also explore systems of classification as part of the built information environment. Much as an urban historian would review highway permits and zoning decisions to tell a city's story, the authors review archives of classification design to understand how decisions have been made. Sorting Things Out has a moral agenda, for each standard and category valorizes some point of view and silences another. Standards and classifications produce advantage or suffering. Jobs are made and lost; some regions benefit at the expense of others. How these choices are made and how we think about that process are at the moral and political core of this work. The book is an important empirical source for understanding the building of information infrastructures.
4,480 citations
TL;DR: In this article, two such metaphors are identified: the acquisition metaphor and the participation metaphor, and their entailments are discussed and evaluated, and the question of theoretical unification of research on learning is addressed, wherein the purpose is to show how too great a devotion to one particular metaphor can lead to theoretical distortions and to undesirable practices.
Abstract: This article is a sequel to the conversation on learning initiated by the editors of Educational Researcher in volume 25, number 4. The author’s first aim is to elicit the metaphors for learning that guide our work as learners, teachers, and researchers. Two such metaphors are identified: the acquisition metaphor and the participation metaphor. Subsequently, their entailments are discussed and evaluated. Although some of the implications are deemed desirable and others are regarded as harmful, the article neither speaks against a particular metaphor nor tries to make a case for the other. Rather, these interpretations and applications of the metaphors undergo critical evaluation. In the end, the question of theoretical unification of the research on learning is addressed, wherein the purpose is to show how too great a devotion to one particular metaphor can lead to theoretical distortions and to undesirable practices.
3,660 citations
TL;DR: Problematization is proposed as a methodology for identifying and challenging assumptions underlying existing literature and, based on that, formulating research questions that are likely to lead to more influential theories.
Abstract: It is increasingly recognized that what makes a theory interesting and influential is that it challenges our assumptions in some significant way. However, established ways for arriving at research questions mean spotting or constructing gaps in existing theories rather than challenging their assumptions. We propose problematization as a methodology for identifying and challenging assumptions underlying existing literature and, based on that, formulating research questions that are likely to lead to more influential theories.
1,126 citations