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: In this paper, the authors describe and explore the key elements of an approach to personalised learning which is rooted in student experience and choice, shaped by the learner's interest, driven by her curiosity and purpose, yet is capable of supporting the delivery of the valued outcomes of a publicly accountable curriculum.
Abstract: This article describes and explores the key elements of an approach to personalised learning which is rooted in student experience and choice. It is shaped by the learner's interest, driven by her curiosity and purpose, yet is capable of supporting the delivery of the valued outcomes of a publicly accountable curriculum. It is an approach which enables a student to participate purposefully in the processes of learning, developing values, attitudes and dispositions for learning, while at the same time acquiring and managing specialist knowledge, skills and understanding in the service of a personally chosen outcome. The journey begins with a particular, concrete place or object, and moves through a developmental sequence of thinking and learning capabilities to a publicly evaluated outcome. It is a pedagogy which integrally supports citizenship education because it addresses questions of value and worth through the narratives uncovered in the world-as-it-is-experienced by the learner. It is an archaeologic...
51 citations
TL;DR: The gendered dimensions of Affective labor are explored, and a feminist reading of the production of academic subjectivities through affective labor is offered, by specifically examining the pink-collar immaterial labor of academic reference and liaison librarians.
Abstract: The affective turn in the humanities and social sciences seeks to theorize the social through examining spheres of experience, particularly bodily experience and the emotions, not typically explored in dominant theoretical paradigms of the twentieth century. Affective and immaterial labor is work that is intended to produce or alter emotional experiences in people. Although it has a long history, affective labor has been of increasing importance to modern economies since the nineteenth century. This paper will explore the gendered dimensions of affective labor, and offer a feminist reading of the production of academic subjectivities through affective labor, by specifically examining the pink-collar immaterial labor of academic reference and liaison librarians. It will end by exploring how the work of the academic librarian may also productively subvert the neoliberal goals of the corporate university.
51 citations
Cites background from "The archaeology of knowledge"
...Foucault suggests in The Archaeology of Knowledge (1972) that enunciability itself depends on the archive, what can and cannot be said is predicated on what we preserve and how we make it available (p. 129). And yet librarians struggle to find the time to write and theorize intensively about the social and political dimensions of libraries, archives, and the technologies of archivization. In not publishing and presenting on these issues to other scholars, issues we have intimate and practical engagement with, we contribute not only to our ongoing invisibilization but also to a diminishment of academic culture, and to debates around scholarly communication and knowledge production in general. We struggle to find time to research and write because our service work is considered more useful to the corporate goals of the university and university administrators are often unsupportive of our research goals when they take our limited time and bodies away from serving library patrons and their various anxieties. Simultaneously, the rise of digital humanities has opened doors for librarian makers and programmers to be more involved in academic projects, but nonetheless such projects are generally managed and funded within traditional academic labor hierarchies, with professors directing the work of librarians and other alt-academics whose intellectual contributions are devalued as merely service work or project management. From a poststructuralist perspective, libraries may also be considered as an extension of the domestic sphere in the sense that they are procreative spaces. Liljestrom and Paasonen (2010) remind us that interpretation is a question of contagious affects and dynamic encounters between readers and texts (pp....
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...Foucault suggests in The Archaeology of Knowledge (1972) that enunciability itself depends on the archive, what can and cannot be said is predicated on what we preserve and how we make it available (p....
[...]
...Foucault (1972) suggests, in The Archaeology of Knowledge, that enunciability itself depends on the archive: what can and cannot be said is predicated on what we preserve and how we make it available (p. 129)....
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TL;DR: The authors argue that urban design knowledge is a particular form of diagrammatic socio-spatial knowledge that cannot be reduced to either words or numbers and argue that these thinkers remain seminal more for the questions they open than the answers they provide.
Abstract: In a provocative paper Marshall (2012) suggests that a range of seminal urban design theories stemming from the 1960s – Jacobs, Alexander, Lynch and Cullen – can be construed as pseudo-science because they have not been tested empirically. Adding Sitte and Cerda, we take this provocation as a chance to raise some questions about the nature of urban design knowledge, theory and practice. We suggest that this work is not and cannot be empirical science but is based in the detailed observation of cities using multiple logics. While there is an emerging science of cities, urban design knowledge is much broader, spanning both natural and social sciences as well as the arts and humanities. We also argue that it is a particular form of diagrammatic socio-spatial knowledge that cannot be reduced to either words or numbers. These thinkers remain seminal more for the questions they open than the answers they provide.
51 citations
Cites background from "The archaeology of knowledge"
...Yet claims to knowledge are often contested by theory; as Foucault (1972) has shown, all knowledge is inextricably implicated in the knowledge/power regimes that produce it....
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TL;DR: In this article, the authors promote the field of disability studies as a valuable resource for expanding art education's concept of disability and as a promising venue for interdisciplinary dialogue and explore possibilities for art education researchers to contribute to disability studies and to collaborate on research as an interdisciplinary project to advance both fields.
Abstract: This article promotes the field of disability studies as a valuable resource for expanding art education’s concept of disability and as a promising venue for interdisciplinary dialogue. While art education has persistently supported special education since its inception, disability advocacy has advanced in the past two decades toward self-awareness, self-reliance, and selfexpression. The article demonstrates how disability studies, as the academic manifestation of this trend, can critically elaborate disability discourses in art education, such as those which espouse special education and the uncritical use of pejorative disability metaphors. The article concludes by exploring possibilities for art education researchers to contribute to disability studies and to collaborate on research as an interdisciplinary project to advance both fields.
51 citations
TL;DR: This paper explored constructions of gender inequity in coaching and identified the consistent re/production of women as unconfident in their own skills and abilities, and the framing of women themselves as responsible for the gendered inequities in football coaching.
Abstract: Whilst women's participation in sport continues to increase, their presence remains ideologically challenging given the significance of sport for the construction of gendered identities. As a hegmonically masculine institution, leadership roles across sport remain male‐dominated and the entry of women into positions of authority (such as coaching) routinely contested. But in powerful male‐typed sports, like football, women's participation remains particularly challenging. Consequently, constructions of gender inequity in coaching were explored at a regional division of the English Football Association through unstructured interviews and coaching course observation. Using critical discourse analysis we identified the consistent re/production of women as unconfident in their own skills and abilities, and the framing of women themselves as responsible for the gendered inequities in football coaching. Women were thereby strategically positioned as deservedly on the periphery of the football category, whilst t...
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