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
More filters
Dissertation•
01 Jan 2008
TL;DR: In this paper, the Māori world: A Context for Revitalisation and Growth, a Context for Transformative and Regenerative Growth, the Arrival of the Tāngata Whenua, and the Creation from a Traditional MÀori Perspective from a traditional MÕori Perspective.
Abstract: iii List of figures and tables x Introduction 1 Research Questions 4 Chapter 1: Contexts of pathology and resistance 7 Introduction 7 Discourses and Metaphors: Making Sense 7 Educational Contexts: A Tāngata Whenua Perspective 9 Tāngata Whenua 10 Traditional Pedagogies of the Tāngata Whenua 11 From Tāngata Whenua to Tāngata Māori 12 The Education of Māori 12 The Treaty of Waitangi 15 The 1852 Constitution Act 18 The Native School System 20 Consequences 23 The Impact of Power Relations in Education 24 Unequal Access to a Fair Share of Educational Benefits 25 Summary 27 Chapter Two: The Māori world: A Context for Revitalisation and Growth 29 Introduction 29 The Arrival of the Tāngata Whenua 29 Creation from a Traditional Māori Perspective 31 Te Ao Mārama: The World of Light, the First Space 34 Creating the Female Element 36 Traditional Māori Understandings about Knowledge 37 Perceptions of Reality, Worldview and Culture 38 Māori Identity 41 Summary 47 Chapter Three: Rangatiratanga and the Quest for Mana Māori 49 Introduction 49 The Political Context 49 Kaupapa Māori 53 Kaupapa Māori Education 56 Seeking Greater Autonomy for Māori in Education 59 Kaupapa Māori Research 60 Whānau-of-interest 63 Research-whānau-of-interest 64 Inclusion of non-Māori 65 Self-determination 67 Changing Majority Partners 67 Summary 69 Chapter Four: Research Design and Methodology 7
42 citations
Cites background from "The archaeology of knowledge"
...Foucault (1972) argues that when metaphors from the language of the majority discourse are able to dominate, then the minority discourse will be understood in deficit terms....
[...]
TL;DR: This paper examined New Labour's recent documents in education, such as the party's manifestos, Green and White papers, and official guidelines, to understand which particular understandings of discipline are being promoted.
Abstract: This paper examines current official discourses on school discipline in Britain. It analyses New Labour’s recent documents in education, such as the party’s manifestos, Green and White papers, and official guidelines, to understand which particular understandings of discipline are being promoted. In spite of a political commitment to social inclusion, New Labour’s current discourses on discipline do not affect all pupils equally. A conception of indiscipline as originating at the home and predominantly in certain cultural and social backgrounds has been proposed, which may be deepening social inequalities in education. The paper concludes that one needs to depart from a bipolar conception of indiscipline (that promotes a view of pupils as being either disruptive or disrupted), which disadvantages the pupils from certain minority ethnic backgrounds. The paper also suggests that context and school institutional and organizational processes must be taken into account if one is to promote social justice in di...
42 citations
Additional excerpts
...(Foucault, 1977, p. 49)....
[...]
TL;DR: The authors explores Martin Nakata's work as a basis for understanding the possibilities and restrictions of non-Indigenous academics working in Indigenous studies, and argues that Nakata provides nonIndigenous teachers of Indigenous studies a framework for understanding their role, their potential, and limitations within the power relations that comprise the cultural interface.
Abstract: This is a reflective paper that explores Martin Nakata's work as a basis for understanding the possibilities and restrictions of non-Indigenous academics working in Indigenous studies The paper engages with Nakata's work at the level of praxis It contends that Nakata's work provides non-Indigenous teachers of Indigenous studies a framework for understanding their role, their potential, and limitations within the power relations that comprise the “cultural interface” The paper also engages with Nakata's approach to Indigenous research through his “Indigenous standpoint theory” This work emerges from the experiential and conceptual, and from a commitment to teaching and learning in Indigenous studies It is a reflection of how non-Indigenous academics working in Indigenous studies can contribute to the development and application of the discipline
42 citations
Cites background from "The archaeology of knowledge"
...It is a site of daily wrangling where Indigenous subjects negotiate agency, fight for autonomy, and find ways of enacting agency to make sense of situations, in the Foucaultian sense (Foucault, 1977), producing discourse by interrupting networks of power that attempt to fix subjectivities....
[...]
TL;DR: In this paper, the influence of an ideological conflict between a teacher education program and a school district upon one pre-service teacher's emerging identity as a teacher of literacy is analyzed.
Abstract: This study describes and analyzes the influence of an ideological conflict between a teacher education program and a school district upon one pre‐service teacher's emerging identity as a teacher of literacy. Using poststructural feminism as the theoretical framework and a single case study analysis, the study illustrates how the discourse of the school district's scripted reading program and the discourse of the university's comprehensive literacy positions Claire, the pre‐service teacher. The data analysis demonstrates how being positioned between these two competing and authoritative discourses conflicts with her understanding of reading and reading instruction. Reflecting upon the data, the research becomes a self‐study of the teacher educator/researchers. Four unresolved tensions seek to create spaces of resistance and change.
42 citations
Cites background from "The archaeology of knowledge"
...Authoritative discourses become powerful when they are sanctioned by institutions (Foucault, 1972) and are “…indissolubly fused with…political power, an institution, a person – and it stands and falls together with the authority” (Bakhtin, 1981, p. 343)....
[...]
...Authoritative discourses become powerful when they are sanctioned by institutions (Foucault, 1972) and are “....
[...]
...Discursive practice, Foucault (1972) wrote is “a body of anonymous, historical rules, always determined in the time and space that have defined a given period, and for a given social, economic, geographical or linguist area, the conditions of operation of the enunciative function” (p. 117)....
[...]
TL;DR: The future of colonial archives in post-colonization is explored in this paper, where a collection of articles explore the repertoires of action latent in archives and how colonial archives are being reconfigured to imagine decolonial futures.
Abstract: Colonial archives constituted a technology that enabled the collection, storage, ordering, retrieval and exchange of knowledge as an instrument of colonial governance. It is not surprising that when such archives were inherited by independent nation-states they were not given the authority previously granted them and have often been neglected. What, then, is the future of colonial archives in postcolonial nations? How should we rethink these archives in relation to decolonial futures? This essay introduces a collection of articles that explore the repertoires of action latent in archives and how colonial archives are being reconfigured to imagine decolonial futures.
42 citations
Cites background from "The archaeology of knowledge"
...The philosophical inflection of the archival turn is best attributed to the publication of The Archaeology of Knowledge (Foucault 1972 [1969]), the single most important text to initiate the deconstructivist turn in the social sciences and humanities....
[...]
References
More filters
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