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 argue that both the ideational and the systemic presumptions at work here are dependent on what Foucault calls the figure of man: the first as an inescapable consequence of that figure, the second as a tempting, but by no means necessary, one.
Abstract: The invocation of large-scale social unities - states, societies, empires, cultures, civilizations - is a long-established and pervasive practice among sociologists, anthropologists, historians, political scientists and so on. This article examines the treatment of such unities as defined or held together by shared understandings and values, and as independent, boundary-maintaining social systems. We argue that both the ideational and the systemic presumptions at work here are dependent on what Foucault calls the figure of man: the first as an inescapable consequence of that figure, the second as a tempting, but by no means necessary, one. Our first major argument concerns the remarkable persistence of concepts, such as ‘culture’, which designate unities that are ideational in character. We use the case study of anthropology to suggest that this is a consequence of the constitutive role of the figure of man within the human sciences. Human scientists and others critical of the stress on sameness resulting...
35 citations
01 Jan 2015
TL;DR: In this paper, a qualitative research methodology based on Ngāi Tahu values, and practices has been used to identify, and document the ways Māori cultural factors have facilitated disaster risk reduction and management in response to the earthquakes.
Abstract: Since September 2010, a series of earthquakes have caused widespread social, financial and environmental devastation in Christchurch, New Zealand. Anecdotal evidence suggests that local Māori responded effectively to facilitate community recovery and resilience. Cultural technologies that are protective in times of adversity have previously been noted in Māori communities, but rarely documented. An ongoing research project conducted in partnership with the local Christchurch Iwi (tribe) Ngāi Tahu, has been identifying, and documenting the ways Māori cultural factors have facilitated disaster risk reduction and management in response to the earthquakes. A qualitative research methodology (Te Whakamāramatanga), based on Ngāi Tahu values, and practices has shaped the community-based participatory research design. Māori research participants were recruited purposively and through self-selection. At the time of writing, the researchers had conducted semi-structured interviews with 43 Māori research participants. Culturally relevant (dialogical and narrative) interviewing approaches have been used to gather research information and facilitate trusting relationships between researchers and local Māori communities. Community engagement has been fostered, as well as a capture of Māori understandings and practices associated with risk reduction and mitigation, disaster preparedness, response and recovery. Data analysis draws on social and risk theories as well as indigenous epistemological concepts. Initial data analysis suggests that within the New Zealand context, Civil Defence and Emergency Management policies and disaster risk reduction practices may be enhanced by the respectful integration of pertinent Māori knowledge and strategies. Ngāi Tahu has a statutory governance role in the Christchurch rebuild as stipulated in the Canterbury Earthquake Recovery Authority Act (2011) and relational links with the New Zealand government and local authorities. Accordingly, information arising from data analysis, tribal knowledge, and Māori emergency management practices documented during this project is shaping development of contextualised risk reduction and disaster management strategies at urban and regional levels. Upon project conclusion, research results and recommendations will be disseminated to Iwi (tribes) and key stakeholders, to facilitate Māori disaster management capability, and disaster preparedness, risk reduction, and recovery planning throughout New Zealand. The researchers anticipate that lessons learned from this research may have relevance for other small island states and/or countries with indigenous populations that have similar value systems and bodies of traditional knowledge.
35 citations
Cites background from "The archaeology of knowledge"
...These cultural technologies also function as technologies of the self, production, domination and signification (Foucault, 1972, 1976)....
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TL;DR: In this article, the authors argue that data-driven smart sustainable urbanism is shaped by socio-cultural and politico-institutional structures and that it will prevail for many years to come given the underlying transformational power of big data science and analytics, coupled with its legitimation capacity associated with the scientific discourse as the ultimate form of rational thought and the basis for legitimacy in knowledge-making and policy making.
Abstract: Visions of future advances in science and technology (S&T) inevitably bring with them wide-ranging common visions on how societies, and thus cities as social organizations, will evolve in the future and the immense opportunities this future will bring. This relates to the role of science-based technology in modern society. The focus here is on big data science and analytics and the underpinning technologies as an instance of S&T and its role in advancing sustainability in modern cities. This relates to what has been dubbed data-driven smart sustainable urbanism. However, there is a little understanding about how it has emerged and why it has become institutionalized and interwoven with politics and policy—urban dissemination. Therefore, this paper examines the intertwined societal factors underlying its materialization, success, expansion, and evolution, as well as critically discusses urban science and big data technology as social constructions in terms of their inherent flaws, limits, and biases. This paper argues that data-driven smart sustainable urbanism is shaped by socio-cultural and politico-institutional structures. And it will prevail for many years to come given the underlying transformational power of big data science and analytics, coupled with its legitimation capacity associated with the scientific discourse as the ultimate form of rational thought and the basis for legitimacy in knowledge-making and policy-making. This paper also argues that there is a need for re-casting urban science in ways that reconfigure the underlying epistemology to recognize the complex and dynamic nature of smart sustainable cities, as well as for re-casting them in ways that re-orientate in how they are conceived.
35 citations
Cites background from "The archaeology of knowledge"
...They depend on a particular cultural context and historical situation (e.g., Foucault 1972; Popper 1986)....
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...Indeed, it is at the core of discourse theory (e.g., Foucault 1972) in terms of the material mechanisms and practices that can be used to translate any urban vision into concrete projects and strategies and their institutionalization in urban structures and practices....
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...A discursive practice refers to the process through which (dominant) reality comes into being (Foucault 1972)....
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...Foucault (1972) posits that it is not possible to gain access to universal truth, as there is no escape from social representations and historical contingencies, and that truth effects are created within the discourse of knowledge itself....
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...These institutional apparatuses and their techniques relate to what Foucault (1972) terms ‘power/knowledge,’ that is, knowledge produced by a system of procedures to fulfil a strategic function or to achieve a particular purpose....
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Dissertation•
16 Jun 2016
35 citations
Dissertation•
01 Jan 1996
TL;DR: A systemic functional analysis of the oral pedagogical discourse and board texts of secondary school mathematics lessons differentiated on the basis of school sector, gender and social class is completed through the development of a computer program to handle the linguistic analysis and the construction of a Hallidayan systemic framework for mathematical symbolism and visual depiction as mentioned in this paper.
Abstract: A systemic functional analysis of the oral pedagogical discourse and board texts of secondary school mathematics lessons differentiated on the basis of school sector, gender and social class is completed through the development of a computer program to handle the linguistic analysis and the construction of a Hallidayan systemic framework for mathematical symbolism and visual depiction. The new frameworks allow for investigation of the unique contributions of language, mathematical symbolism and visual display in the construction of meaning in mathematical texts and the process of semiotic metaphor which occurs in movements between these codes. The systemic analysis of the classroom discourse is situated within a Foucauldian perspective of power, knowledge and truth in mathematics, mathematics education and wider discursive practices involving the private and state school sectors.
The analysis of linguistic patterns, register selections and genres of four Year Ten secondary school mathematics lessons reveals that in private elite single sex schools the male students demonstrate the greatest participation and access to the discourse of mathematics while the female students participate in interpersonal patterns of deference which do not resonate with the tenor dimensions of mathematics. The monofunctional tendency orientated towards interpersonal meaning in the lesson of the working class students at a government school indicates that the social goal of the lesson is primarily directed towards maintaining tenor relations through covert manipulation as opposed to learning mathematics. The limited functionality of practical lessons in mathematics is also demonstrated as a shift from everyday discourse to mathematical discourse does not occur. Mathematical pedagogical discourse is characterised by a dense texture which arises in part from the strategies by which meaning is encoded in mathematical symbolism. As opposed to the lexical density and grammatical intricacy of written and spoken language respectively, mathematical symbolism realises grammatical density whereby multiple levels of clausal rankshift preserve the nuclear configurations of Operative processes and participants which describe relations of parts to the whole and continuous patterns of variation. In addition, inherent difficulties in mathematical pedagogical discourse arise from long implication chains of reasoning and dependence on multiple semiotic resources with the latter resulting in referential complexity and iii multisemiotic intertwining of lexical and participant chains and strings. The results of the analysis, interpreted through Bernstein's theory of pedagogical practices and coding orientations and Halliday's formulations of spoken and written language, reveal that the semantic orientation of working class students does not accord with that realised in mathematics.
35 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