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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
TL;DR: Results revealed that in-class, students used their mobile devices for Blackboard Mobile Learn to the same extent as they used them for searching the web for study, accessing university web pages, email and making Facebook posts, but less than they use them for browsing the internet for pleasure and Facebook reading.
Abstract: Many university academics disagree with the rationale that we should pursue mobile learning because 21st century students are apparently demanding it. We argue that the only defensible rationale for making mobile learning part of pedagogy is because it enhances student learning. This presentation shares results from research with 135 students engaged in mobile learning over two semesters. It addresses the question of whether Blackboard Mobile Learn made a perceived difference to their learning. Results revealed that in-class, students used their mobile devices for Blackboard Mobile Learn to the same extent as they used them for searching the web for study, accessing university web pages, email and making Facebook posts, but less than they used them for browsing the web for pleasure and Facebook reading. The majority of students were neutral when asked if they prefer Mobile Learn over PC access to Blackboard. Students were likewise neutral when asked whether they perceived iPads to improve their learning. There was higher frequency agreement that using iPads motivated them to learn. Qualitative feedback from focus groups was mixed, but largely positive. The overall interpretation was that it is a matter of course that students would access their subject site via mobile devices.

201 citations


Cites background from "The archaeology of knowledge"

  • ...In other words, the way in which we talk about a phenomenon such as mobile learning both describes and constructs the way in which it is put into practice (Foucault, 1972; Mills, 1997; Spradley, 1979)....

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Journal ArticleDOI
TL;DR: The authors argued that a post-modern approach to organizational culture would recast the problems in terms of a revised conceptualization of subjectivity, and would formulate culture as paradox, otherness, seduction, and discourse.
Abstract: The study of organizational cultures has been dominated by an interpretative approach which has emphasized the production of culture at the expense of the creativity shown by the consumers of cuiture, organizational members. 'Corpor ate culture' is distinguished from 'workplace' or 'organizational' cultures, and a number of other problems emerging within the literature are identified. These are presented as organizational culture versus cultural organization; cultural plurali ties ; rationality and the irrational; common knowledge and its constitution; power and ideology; and individualism and subjectivity. It is then argued, after a detailed discussion of concepts drawn primarily from a close reading of the work of Jacques Derrida, that a postmodern approach to organizational culture would recast the problems in terms of a revised conceptualization of subjectivity, and would formulate culture as paradox, otherness, seduction, and discourse. This would entail studying the 'bricolage' of organizational mem...

200 citations

Book
20 Nov 2014
TL;DR: The authors brings together ideas about narrative research in the social sciences, promising new fields of inquiry and creative solutions to persistent problems, and provides a good introduction to the field of narrative research.
Abstract: Narrative research has become a catchword in the social sciences today, promising new fields of inquiry and creative solutions to persistent problems.This book brings together ideas about narrative ...

199 citations


Cites background from "The archaeology of knowledge"

  • ...…social research is Russian structuralist and, later, French poststructuralist (Barthes, 1977; Culler, 2002; Genette, 1979; Todorov, 1990), postmodern (Foucault, 1972; Lyotard, 1984), psychoanalytic (Lacan, 1977) and deconstructionist (Derrida, 1977) approaches to narrative within the humanities....

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  • ...The second academic antecedent to contemporary narrative social research is Russian structuralist and, later, French poststructuralist (Barthes, 1977; Culler, 2002; Genette, 1979; Todorov, 1990), postmodern (Foucault, 1972; Lyotard, 1984), psychoanalytic (Lacan, 1977) and deconstructionist (Derrida, 1977) approaches to narrative within the humanities....

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Journal ArticleDOI
TL;DR: This paper explored the socio-cultural context that makes such imaginings a central feature of young people's relationships with mathematics, discussing the role of the gendered discourses of rationality evident in western enlightenment thinking and in popular culture's stereotypes of mathemati.
Abstract: This paper draws on a research study into why more boys than girls choose to study mathematics. My starting point is that only four of the 43 young participants, and all of them male, self‐identified as ‘good at maths’. By reading these interviews as narratives of self, I explore the ‘identity work’ accomplished within their talk and within the talk of those who produced themselves/are produced as ‘not good at maths’. I argue that central to this are the ways that young people locate themselves in a series of inter‐related gendered binary oppositions including: fast/slow, competitive/collaborative, independent/dependent, active/passive, naturally able/hardworking, real understanding/rote learning and reason/calculation. I then explore the socio‐cultural context that makes such imaginings a central feature of young people’s relationships with mathematics, discussing the role of the gendered discourses of rationality evident in western enlightenment thinking and in popular culture’s stereotypes of mathemati...

198 citations


Cites background from "The archaeology of knowledge"

  • ...In thinking about ‘identity’ I draw on post-structuralist1 critiques of the enlightenment’s liberal vision of autonomous, rational individuals, instead imagining the self as a complex and contradictory space in which discourses (Foucault, 1972) work and are worked (Flax, 1990)....

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Journal ArticleDOI
TL;DR: This study examines how the peer-reviewed safety science literature formulates the rationale behind the study of resilience, constructs resilience as a scientific object, and constructs and locates the resilient subject.

198 citations


Cites background or methods from "The archaeology of knowledge"

  • ...In this paper, the categories for analysis are inspired by Foucault’s archaeological approach [1] – which sees discourse as a practice that systematically forms the objects and subjects of which it speaks....

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  • ...They are not natural, nor are they the result of scientific progress [1]....

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  • ...to as ‘resilience engineering’ or ‘RE’) is an increasingly prevalent ‘object of knowledge’ [1] in the scientific discourses of human factors and safety science....

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  • ...Instead of representing some external reality, French philosopher Michel Foucault argues that the objects of our discourses are historically contingent and arbitrary constructions; they do not mirror an external reality, but rather are the effects of certain historical discursive practices [1]....

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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