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, a reflection on What is Policy? Texts, Trajectories and Tool Boxes, which was first published in 1993, in Discourse: Studies in the Cultural Politics of Education, is presented.
Abstract: This paper is a reflection on What is policy? Texts, Trajectories and Tool Boxes, which was first published in 1993, in Discourse: Studies in the Cultural Politics of Education. It looks back to what the 1993 paper was trying to do and at some of the developments of the ideas first sketched there in my later work, in particular in the book How Schools Do Policy (2012). It also considers the continuing tensions between domination and agency, discourse and text, in policy research and the misuse of the concept of discourse in some policy analysis work.
269 citations
Cites background from "The archaeology of knowledge"
...Foucault was interested both in the ways in which discourses are constructed and how they change, but also how they shape everyday existence, that is, in part at least, how they ‘form the objects of which they speak’ (Foucault, 1974, p. 49)....
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TL;DR: The authors suggest that Foucault's writings on population can help population geographers to consider the objects, methods and outputs of their research in a critical and politically active way, from the perspective of governmentality and especially biopolitics.
Abstract: While Michel Foucault's writings have been used in different branches of geography, his later writings on governmentality and especially biopolitics have not yet received due consideration within population geography. This paper attempts to divert attention to Foucault's writings on population, from his initial medical work to his later governmentality lectures on the regulation of national populations. From his various writings the different scales of biopolitics (subjective, territorial, geopolitical, state, international) and the different analytical levels (episteme, identity, visibility, techne, and ethos) appropriate to them are suggested as being of use to population geographers. Practical examples are given from research on colonial India due to its diversity and the foregrounding of political relations that can be observed there. A review of the debate on how to (re)theorise population geography is used to suggest that Foucault's writings can help population geographers to consider the objects, methods and outputs of their research in a critical and politically active way. Copyright © 2005 John Wiley & Sons, Ltd.
267 citations
Cites background from "The archaeology of knowledge"
...The former archaeological work explored discursive formations and drew attention to the power relationships that informed the production of knowledge and, thereby, of ‘truth’ (Foucault, 1970, 1972, 1980)....
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TL;DR: The authors explored the nature, function, and use of interdiscursivity in genre theory, defining interdiscurcivity as a function of appropriation of generic resources across discursive, professional and cultural practices, which is central to our understanding of the complexities of genres that are typically employed in professional, disciplinary, and institutional communication.
Abstract: In recent versions of professional genre analysis, context has assumed increasingly critical importance, thus redefining genre as a configuration of text-internal and text-external factors. The emphasis on text-external properties of genre has brought into focus the notion of interdiscursivity as distinct from intertextuality, which is primarily viewed as appropriation of text-internal resources. Drawing evidence from a number of professional contexts, this article explores the nature, function, and use of interdiscursivity in genre theory, defining interdiscursivity as a function of appropriation of generic resources across discursive, professional and cultural practices, which, it is claimed, is central to our understanding of the complexities of genres that are typically employed in professional, disciplinary, and institutional communication.
265 citations
Cites background from "The archaeology of knowledge"
...The concept of interdiscursivity, which is sometimes subsumed under intertextuality, is not entirely new and can be traced back to the works of Bakhtin (1986), Candlin and Maley (1997), Fairclough (1995), Foucault (1981), Kristeva (1980), and several others....
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TL;DR: In this paper, the authors explain Foucault's method of writing a history of the present, together with its critical objectives and its difference from conventional historiography, and highlight the critical observations of present-day phenomena from which a history-of-the-present begins.
Abstract: In this article Michel Foucault’s method of writing a “history of the present” is explained, together with its critical objectives and its difference from conventional historiography. Foucault’s shift from a style of historical research and analysis conceived as “archaeology” to one understood as “genealogy” is also discussed, showing how the history of the present deploys genealogical inquiry and the uncovering of hidden conflicts and contexts as a means of re-valuing the value of contemporary phenomena. The article highlights the critical observations of present-day phenomena from which a history of the present begins, paying particular attention to Foucault’s concept of “dispositif” and his method of problematization. Foucault’s analyses of Bentham’s Panopticon, of the disciplinary sources of the modern prison, and of the technology of confession are discussed by way of illustration.
263 citations
Cites background from "The archaeology of knowledge"
...Foucault uses the term ‘‘epistemes’’ throughout The Order of Things and briefly discusses it in Archaelogy of Knowledge....
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...Thus we have The Birth of the Clinic: An Archaeology of Medical Perception (1973); The Order of Things: An Archaeology of the Human Sciences (1970), and The Archaeology of Knowledge (1972)....
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...(Foucault, 1970: xxiv) And in 1971, when he was working on Archaeology of Knowledge Foucault told an interviewer: I was interested in [the subjects of his archaeologies] because I saw in them ways of thinking and behaving that are still with us....
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...It is true that, on one occasion, in The Archaeology of Knowledge (Foucault, 1972), Foucault endeavored to provide a general account of his methodology, and, in that sense, to systematize and ‘‘fix’’ his concepts....
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...The Archaeology of Knowledge – that describes his distinctive approach to doing what he termed ‘‘the history of systems of thought’’ (and which sharply distinguishes his work from the ‘‘history of ideas’’ as conventionally undertaken)....
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TL;DR: In this article, the authors examine how the development of inclusive education policies has been constrained by the adhesion of traditional regular and special education imperatives and argue that the protection of professional interests reinforces individual pathologies and creates further exclusionary pressures.
Abstract: This article examines how the development of inclusive education policies has been constrained by the adhesion of traditional regular and special education imperatives. The fragmentation of educational policy-making presses us towards exclusion; and the protection of professional interests reinforces individual pathologies and creates further exclusionary pressures. The authors contend that inclusive education is not a linear progression from 'special educational needs' and we must endeavour to understand the very different nature of these knowledge bases. Deconstruction is presented as a way of exposing exclusion as it is inscribed within inclusive education policies. The article ends with a series of openings for dialogue about inclusion which address the relationship between ideas and politics; a new politics of research; envisioning forms of schooling which eschew the modernist blueprint; reflexivity; and the teaching of inclusion.
262 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