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Book ChapterDOI

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.
Citations
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Journal ArticleDOI
Linda Dunne1
TL;DR: In this paper, a multi-method research approach was adopted to address the question: whose interests are served by the way that inclusion is spoken about and (re)presented in schools?
Abstract: This article presents aspects of a study that drew on Foucault's notion of discourse as practice to critically consider prevailing discourses of inclusion in education. An aim was to take the seemingly self-evident object of inclusion and to interrogate and question it as a potentially normalising, hegemonic discourse and as a universalising concept. The study considered how the contemporary discourse(s) of inclusion is constructed and constituted in education, and critically explored its potential effects. A multi-method research approach was adopted to address the question: whose interests are served by the way that inclusion is spoken about and (re)presented in schools? A range of educationalists, including teachers, teaching assistants and lecturers engaged in professional development programmes, were invited to give their views and interpretation of 'inclusion' in written form, via an online discussion board facility or as a visual representation in the form of a drawing that was then discussed. The multi-textual responses were analysed and a critical reading of the data revealed various discourses that interacted and reverberated around the themes of 'policy', 'othering' and 'self'. The ramifications of these are discussed and it is suggested that newly emergent (entrepreneurial) discourses of 'self' are compatible with neo-liberal forms of governance.

45 citations


Cites background from "The archaeology of knowledge"

  • ...I regarded the statement not as a linguistic unit but as a function (Foucault 1972, p. 98) that is recognisable and secures power relations (Graham, 2005)....

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  • ...The task, from a Foucauldian understanding of discourse (Graham, 2005), is to determine, in all the possible enunciations that could be made on a particular subject, ‘why it was that particular statements emerged to the exclusion of all others’ (Foucault, 1972, p. 134)....

    [...]

  • ...Analysis can demonstrate how the use of particular techniques in the production of meaning enable statements to present a particular view of the world and prepare the ground for the ‘practices that derive from them’ (Foucault, 1972, p. 139)....

    [...]

07 Sep 2020
TL;DR: In this paper, the authors position algorithmic information ordering as a central practice and technology in contemporary digital infrastructures, a set of techniques that serve as "levers on reality" (Goody).
Abstract: The introduction chapter positions algorithmic information ordering as a central practice and technology in contemporary digital infrastructures, a set of techniques that serve as ‘levers on reality’ (Goody). While algorithms used in concrete systems may often be hard to scrutinize, they draw on widely available software modules and well-documented principles that make them amendable to humanistic analysis. The chapter introduces Gilbert Simondon’s mechanology and provides an overview of the structure and argument of the book.

45 citations

Journal ArticleDOI
TL;DR: This article explored teachers' interpretations of children's responses to a selection of picture books featuring same gender parented families and found that despite children reportedly being open to the possibilities of non-traditional families in their setting, and their play, teachers appeared hesitant to ask probing questions or fully engage with children's thinking, or their own, to explore understandings in this area.
Abstract: There is a small body of work examining how picture books can be used with young children and their families to develop understandings of contemporary issues including diversity and practices towards inclusion. This article describes a study in one New Zealand kindergarten that explored teachers’ interpretations of children’s responses to a selection of picture books featuring same gender parented families. The research sought to go beyond traditional understandings of families and the dominant discourse of heteronormativity. Findings show that despite children reportedly being open to the possibilities of non-traditional families in their setting, and their play, teachers appeared hesitant to ask probing questions or fully engage with children’s thinking, or their own, to explore understandings in this area. Nevertheless, this research demonstrates that taking tentative steps towards making an alternative discourse available through the proactive use of curriculum resources does not have to be ‘difficult...

45 citations


Cites methods from "The archaeology of knowledge"

  • ...Drawing on the Foucauldian notion of ‘discourse’ (Foucault 1972) the article explores the thinking and meaning behind the language and ‘norms’ children and teachers explicitly and implicitly drew on in their interactions with books and each other....

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Journal ArticleDOI
TL;DR: In this paper, the authors suggest a possible development of this space in which exegetic procedure and discussion are theorised from critical perspectives in the thought of Adorno, Derrida and Habermas.
Abstract: One of the reasons CDA calls itself critical is because its perspectives of discourse and society are largely derived from critical social theory. Transferring these perspectives to educational contexts requires that teachers develop workable pedagogic frameworks and procedures which apply CDA principles and practices to the reading and discussion of texts in the classroom. If these are to be considered ‘critical,’ it seems useful that these are also derived from critical social theory. This type of critical theorisation seems to be underdeveloped in a CDA which relies principally on systemic functional linguistics for its procedural attitude to the text. This paper suggests a possible development of this space in which exegetic procedure and discussion are theorised from critical perspectives in the thought of Adorno, Derrida and Habermas, and according to systemic perspectives in the work of Foucault. The paper also presents a framework of analysis for use by teachers and students which is based on these perspectives.

45 citations


Cites background from "The archaeology of knowledge"

  • ...Where Foucault often seems sententially preoccupied with ‘statements’ (Fairclough, 1992; Foucault, 1972/1989), Derrida seems preoccupied with the metaphorical ambivalence of single words and phrases, such as supplément in the work of Rousseau, pharmakon in the work of Plato, and parasitic or…...

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  • ...That is, critical interpretation as a process of ‘discursive mapping’ which explores our enmeshment in the textual construction of social life (Derrida, 1988; Foucault, 1972/1989; Jameson, 1998; Kress, 1996; Laclau & Mouffe, 1985; Pennycook, 1994)....

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  • ...It is through these processes that the lifeworld is symbolically produced and reproduced in a manner reminiscent of Foucault’s discursive formations (Foucault, 1972/1989)....

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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

Journal ArticleDOI
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

Journal ArticleDOI
Anna Sfard1
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

Journal ArticleDOI
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