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 examined the manner in which Foucault constructed his conception of governmentality in two phases: the political economy of seventeenth-and eighteenth-century Europe and the origins of twentieth-century German ordoliberalism and American neoliberalism.
Abstract: Michel Foucault's 1978 and 1979 lecture courses at the College de France were first published in 2004, and have recently been published in English translation. Their chief theme is the political economy of modernity, and this article examines the manner in which Foucault constructed his conception of governmentality in two phases: the political economy of seventeenth- and eighteenth-century Europe and the origins of twentieth-century German ordoliberalism and American neoliberalism. In the case of the twentieth century, particular emphasis is given to the sources upon which Foucault drew, seeking to determine how Foucault constructed his lecture presentations, and hence identify the particular originality of his arguments.
43 citations
TL;DR: In a survey of doctoral programs in special education in 1995, only one required a course in ethics, although most said that ethics content was embedded in the content of different seminars.
Abstract: Special education is under attack from outside the profession and is experiencing considerable dissention from inside as well. The challenges from outside are concerned with costs and accountability. Cost comparisons with other education services have led some to argue that the social benefits do not justify the costs of special education services (Dillon, 1994; Massachusetts Association of School Superintendents, 1997). Dissention inside the profession involves longstanding differences in perspective regarding fully integrated versus pull-out service delivery models (Fuchs & Fuchs, 1995; Shanker, 1994) and, increasingly, differences among researchers about the nature and representation of knowledge. Ethical issues lurk sometimes subtly behind and sometimes boldly in front of professional challenges in special education interventions, policies, research, and teacher education. Special educators rely on a complex foundation of justifying reasons for what they do, and how they do it. Everything from how disability is defined to the educational objectives and the knowledge privileged as foundational for practice reflects a priori considerations saturated with values and cultural meaning. It is surprising that a field so replete with such complexities of interests has devoted so little attention to the study and development of applied ethics. In a survey of doctoral programs in special education in 1995 only one required a course in ethics, although most said that ethics content was embedded in the content of different seminars (Paul, Kane, and Kane, 1996). A few respondents suggested that content in ethics was not needed in a Ph.D. program in special education. We believe that lessons learned in professional psychology with respect to the study of ethics are instructive for special educators. Increasingly, over the past three decades, doctoral programs in psychology have required courses in ethics because the approach of embedding ethics content lacked a foundational perspective, lacked continuity, and, for teaching purposes, relied too much on ethical issues emerging randomly in class discussions and internships. Special education teachers, researchers, teacher educators, and policy-makers need more education and training in ethics to be able to address current moral dilemmas in assessment, instruction, curriculum, work with families, instructional competence, philosophy of service delivery, funding, and research. The articulation and application of ethical theory needed to support practice and policy development are critical to the future of special education.
43 citations
Cites background from "The archaeology of knowledge"
...…research in the social sciences and humanities have focused more on topics such as the nature and power of language (Rorty, 1989), the assumptions about common realities, the 13 connection of observers and observations, ethics, and meaning (Foucault, 1972; Rorty, 1989; Gadamer, 1976; Goodman 1978)....
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TL;DR: In this article, a text-based analysis of British policy discourses and secondary analysis of published statistics is used to examine how problems and students are represented as social subjects. But policy targets were not met and growth has fallen since the 2010 tightening of migration policy, meaning the UK remains dependent on student demand from a few nations.
Abstract: Policies on international student mobility (ISM) have the capacity to structure both flows of students and the representations of globally mobile students through discourse. This paper draws on a text-based analysis of British policy discourses and secondary analysis of published statistics. It uses problematisation analysis to examine how problems and students are represented as social subjects. Growth in student numbers, particularly in high ranking institutions, has coincided with proactive policies over the last 20 years, suggesting that policy discourses are linked to mobility. But policy targets were not met and growth has fallen since the 2010 tightening of migration policy. Nor was the target of diversifying source countries met, meaning the UK remains dependent on student demand from a few nations. This mixed success suggests that student mobility is easily deterred by migration policy, but other policies have little impact on the nature of demand. In interaction with multiple, contradict...
43 citations
Cites background from "The archaeology of knowledge"
...However, these definitional discrepancies highlight how, while not arbitrary, policy decisions are determined by normative frameworks (Foucault 1972)....
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...The construction of policy problems relies on particular ideological assumptions of knowledge and reality, webs of beliefs (Foucault 1972)....
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...It explores how problems are discursively created in policy, examining the ‘rules by which a particular statement has been made’ (Foucault 1972, 30)....
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...Discourse describes relationships between knowledge, language, power, and how social subjects are created (Foucault 1972)....
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25 Mar 2016
TL;DR: Theoretical aspects of LLSC are discussed in this paper, where a critical analysis of the LLSC in N town, South Korea is presented, along with a discussion of the need for LLSC ideas in multicultural education and three different approaches.
Abstract: ........................................................................................................................ i Chapter One: Introduction to the study ...................................................... 1 1. Research backgrounds and the purpose of this study ................................................1 2. Theoretical framework of LLSC ................................................................................3 3. An investigation of LLSC ..........................................................................................4 4. Research methodologies ............................................................................................9 Chapter Two: Theoretical aspects of LLSC ............................................ 11 1. The purpose of this chapter ......................................................................................11 2. The two critical areas and LLSC .............................................................................12 2.1 Critical theory .....................................................................................................12 2.2 Critical pedagogy .................................................................................................16 2.3 Critical inquiry and LLSC ...................................................................................17 3. Thoughts of John Dewey .........................................................................................19 3.1 Dewey’s psychology ............................................................................................22 3.2 Dewey’s education ...............................................................................................22 3.3 Dewey’s philosophy.............................................................................................23 3.4 Dewey’s child-centered education and LLSC .....................................................26 4. Thoughts of Michel Foucault ...................................................................................27 4.1 Foucault’s psychology: mental and sexuality struggle ........................................32 4.2 Foucault’s philosophy: power and knowledge struggle.......................................36 4.3 Foucault’s skepticism and LLSC .........................................................................38 5. Thoughts of James Banks ........................................................................................41 5.1 Banks’ diversity and democracy ..........................................................................44 5.2 Banks’ transformation and LLSC ........................................................................46 6. Thoughts of Christine Sleeter ..................................................................................47 6.1 Sleeter’s diversity, difference and equity in education ........................................49 6.2 Sleeter’s challenge and LLSC ..............................................................................54 7. Summary of the chapter ...........................................................................................54 iv Chapter Three: The perspectives on LLSC ......................................................57 1. The purpose of this chapter ......................................................................................57 2 .Theoretical orientation of LLSC design ..................................................................57 2.1 Human rights and justice .....................................................................................59 2.2 Normalization movement.....................................................................................64 2.3 Inclusive education and the Warnock report .......................................................65 3. Aspects of ICF/ICF-CY on LLSC ...........................................................................66 4. Application of the human and socio-environmental factors on LLSC ....................72 5. Five principles of LLSC...........................................................................................76 5.1 LLSC’s theoretical perspectives: critical thinking ...............................................76 5.2 LLSC’s approach: child-centered education ........................................................78 5.3 LLSC’s framework: human and socio-environmental factors .............................79 5.4 LLSC’s future multicultural education in the school ...........................................81 5.5 LLSC’s application: stimulating dialogue the society .........................................82 6. Categorization of LLSC ..........................................................................................84 6.1 Living: identity and difference .............................................................................85 6.2 Learning: language issues and learning ...............................................................86 6.3 School Activities: curriculum, textbooks and teachers ........................................87 6.4 Community Life: role of majority and minority ..................................................87 7. A critical analysis of LLSC in N town, South Korea ..............................................88 7.1 Findings of LLSC analysis in N town..................................................................90 7.2 LLSC and Korean local sociopolitical system .....................................................94 8. LLSC design and questions of identity ....................................................................96 9. Summary of the chapter ...........................................................................................99 Chapter Four: The need for LLSC and application of LLSC .................101 1. The purpose of this chapter ....................................................................................101 2. The need for LLSC ideas in multicultural education .............................................101 3. LLSC ideas and three different approaches ...........................................................104 3.1 Socio-political approaches .................................................................................105 3.1.1 Analysis of Japanese research on LLSC .......................................................108 3.1.2 Summary of LLSC and socio-political approaches ......................................115 3.2 Educational approaches .....................................................................................115 v 3.2.1 The national curriculum in Japan ..................................................................116 3.2.2 Social studies textbooks in Japan ..................................................................117 3.2.2.1 The research subjects and data procedure ................................................119 3.2.2.2 The analysis of social studies textbooks and LLSC results .....................120 3.2.3 Multicultural aspects in teacher’s consciousness ..........................................121 3.2.3.1 LLSC results and analysis of school teacher’s beliefs ...............................122 3.2.3.2 Summary of LLSC results and teacher’s beliefs........................................124 3.2.4 Multicultural aspects in minority parent’s consciousness ...........................126 3.3 LLSC practical assessment approaches .............................................................128 3.3.1 Application of LLSC in school environment ................................................129 3.3.2 The importance of LLSC for schools............................................................129 3.3.2.1 Case study 1: Providence International Christian Academy in Guam ...131 3.3.2.2 Case study 2: University Elementary School in the State of Indiana. ...133 3.3.2.3 Case study 3: Basisschool de Springplank in the Netherlands ..............135 3.3.2.4 Summary of the three case studies and the application of LLSC ..........138 3.3.2.5 Application of LLSC handbook .............................................................139 4. Summary of the chapter .........................................................................................140 Chapter Five: Conclusion and implications ....................................................142 1. Implications of analysis of LLSC ..........................................................................142 2. Summary of the chapters .......................................................................................143 3. Summary of the major findings of LLSC in critical analysis ................................146 4. LLSC for future research .......................................................................................147 5. Toward an ending ..................................................................................................148 REFERENCES ................................................................................................................150 APPENDICES .................................................................................................................176 1. JAPANESE RESEARCH TRENDS ON LLSC ................................................................ 176 2. SOCIAL STUDIES TEXTBOOKS IN JAPAN AND SOUTH KOREA .......................... 194 3. QUESTIONNAIRE FOR SCHOOL TEACHERS IN JAPAN AND SOUTH KOREA ... 204 4. QUESTIONNAIRE FOR MINORITY FAMILIES IN THE U.S. AND JAPAN ............. 216 5. SHORT ESSAYS BY CHILDREN IN SOUTH KOREA AND JAPAN .......................... 220 6. LLSC HANDBOOK .......................................................................................................... 230
43 citations
TL;DR: Euthanasia is examined as a script for how people think, feel, and act at the end of Dutch life, attempting to answer the question: What are Dutch people talking about when they talk about euthanasia.
Abstract: Euthanasia in the Netherlands, which has been legal since 1984, is often talked about; yet, only rarely does it culminate in a euthanasia death. In 2001, for example, only 1 in 10 of those who initiated a request for euthanasia with their physician died a euthanasia death. Using data gathered during a 15-month ethnographic study with general practitioners, families, and patients, this article explores the practice of euthanasia, a practice based mainly in talk. Applying a Foucauldian concept of discourse, I will examine euthanasia as a script for how people think, feel, and act at the end of Dutch life, attempting to answer the question: What are Dutch people talking about when they talk about euthanasia? This article is intended to provide ethnographic data not currently available on the modern-day practice of euthanasia and to add to a growing body of literature on death, dying, and the role of the state.
43 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