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 map the global discourse on shadow education, using an expanded framework for analysis based on the Bray and Thomas cube, and highlight the contribution of Asian research to shadow education.
Abstract: Private supplementary tutoring, also widely known as shadow education, is becoming a global phenomenon and an object of international scholarship. Private tutoring has multiple forms and positions across educational systems and levels, thus the term “shadow educations”. Asia is a notable location of shadow education activity. This editorial article maps the global discourse on shadow educations, using an expanded framework for analysis based on the Bray and Thomas cube. Against this backdrop, Asian research on shadow education presented in this special issue is introduced and its contribution to the global discourse is highlighted. A possible global research agenda is offered with the hope that new understandings derived from scholarly research may aid stakeholders in achieving the aims of education.
49 citations
Additional excerpts
...Email: maria.manzon@nie.edu.sg Vol. 34, No. 4, 389–402, http://dx.doi.org/10.1080/02188791.2014.969194 period (Foucault, 1972)....
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TL;DR: In this article, the authors show how the term lawfare is being deployed as a speech act in order to encode the field of human rights as a national security threat, which hinders the work of human-rights organizations that produce and disseminate knowledge about social wrongs perpetrated by military personnel and government officials, particularly evidence of acts emanating from the global war on terrorism that constitute war crimes and can be presented in courts that exercise universal jurisdiction.
Abstract: In this article, I show how the term lawfare is being deployed as a speech act in order to encode the field of human rights as a national security threat. The objective, I claim, is to hinder the work of human rights organizations that produce and disseminate knowledge about social wrongs perpetrated by military personnel and government officials, particularly evidence of acts emanating from the global war on terrorism—such as torture and extrajudicial executions—that constitute war crimes and can be presented in courts that exercise universal jurisdiction. Using Israel as a case study, I investigate the local and global dimensions of the securitization processes, focusing on how different securitizing actors—academics, nongovernmental organizations, think tanks, policy makers, and legislators—mobilize the media, shape public opinion, lobby legislators and policy makers, introduce new laws, and pressure donors to pave the way for a form of exceptional intervention to limit the scope of human rights work. Following the dawn of the new millennium, neoconservative forces within liberal democracies have been at the forefront of a campaign against what they call the “politicization of human rights.” This relatively new campaign is intricately linked to the war on terrorism and is part of a backlash against the mounting success of liberal human rights organizations and cause lawyers in subjecting warfare to legal analysis and oversight. The objective of the campaign is to undermine human rights nongovernmental organizations (NGOs) that have been providing evidence in criminal suits brought against military and government officials in courts that exercise universal jurisdiction. In this article, I examine how the term lawfare, which combines the words law and warfare and is defined as the use of law for
48 citations
TL;DR: In this paper, the authors explore articulations of state identity by state practitioners in three of the eight Arctic states: Norway, Iceland, and Canada, and show how it always comes about through relations and encounters.
48 citations
TL;DR: In this article, the authors explored how Swedish physical education teachers reason about helping their students develop movement capability and explored how the educational value of moving is sometimes obscure, while introducing a host of new and untested concepts to physical education teacher community.
Abstract: Background: Movement is key in physical education, but the educational value of moving is sometimes obscure. In Sweden, recent school reforms have endeavoured to introduce social constructionist concepts of knowledge and learning into physical education, where the movement capabilities of students are in focus. However, this means introducing a host of new and untested concepts to the physical education teacher community.Purpose. The purpose of this article is to explore how Swedish physical education teachers reason about helping their students develop movement capability.Participants, setting and research design. The data are taken from a research project conducted in eight Swedish secondary schools called ‘Physical education and health – a subject for learning?’ in which students and teachers were interviewed and physical education lessons were video-recorded. This article draws on data from interviews with the eight participating teachers, five men and three women. The teachers were interviewe...
48 citations
Cites background from "The archaeology of knowledge"
...Discourse is a kind of regulated practice that performs subjects (e.g. physical education teachers) and objects (e.g. the subject of physical education) (Foucault 1972, 1998)....
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TL;DR: In this paper, the authors describe an approach to learning and teaching that is structured as a project-based context-driven inquiry, which is positioned at the interface between knowledge generation and use, and grounded in a generic notion of responsibility for the future of bodily life.
Abstract: This study describes an approach to learning and teaching that is structured as a project‐based context‐driven inquiry. The approach is positioned at the interface between knowledge‐generation and use, and grounded in a generic notion of responsibility for the future of bodily life. The intention is to move the debate beyond the exhausted language of rigid oppositions between the academic and vocational, the universal and contextual. The purpose is to identify and nurture a personal portfolio of competencies responding to the contemporary material condition of humanity. It is expressed in terms of the student's learning power, a manifold of new assessment criteria and methodological steps constitutive of what a student could achieve having progressed through a given course. This is an approach in which competencies are outcomes supported rather than led by subject knowledge. The course structure combines traditional instruction with innovative project and assessment components and also provides an opportu...
48 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