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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TL;DR: The authors examines the problematic status of ideology and discourse with regard to social work and questions any contested elevation of sociological theori... and, in relation, questions any contention of social work.
Abstract: • Summary: This article critically examines the problematic status of ideology (and discourse) with regard to social work, and, in relation, questions any contested elevation of sociological theori...
32 citations
Cites background from "The archaeology of knowledge"
...As is well documented, Foucault (1990) was keen to stress the inevitability of resistance within discursive arenas, yet he also pointed out that such defiance does not necessarily endure or lead to positive change. iii) Professionalism Since its inception, social work has persevered to attain full…...
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...Alongside Althusser’s (1971) and Gramsci’s (1971) work, of notable interest in helping to question over reductive Marxist stances remained Foucault (1990)....
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...Professionalism may also persist as part of a broader biomedical or legal discourse (see Healey, 2005). Potentially micro-ideologies can also offer a divisive threat to the lifespan or stability of some macro-ideologies. For example, Watson (1982) draws from Weber and argues that some groups of staff in a workplace can mould and shape their own ideologies that bring together shared beliefs, values and interests....
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Dissertation•
01 Jan 2013
TL;DR: In this article, the authors investigated the lived experience of dynamic self in the daily lives of young adult students using semi-structured interviews and interpretative Phenomenological Analysis (IPA).
Abstract: This research project investigated the lived experience of DCD in the daily lives of young adult students. The participants were eight students aged between 19 and 22 years of age who self-reported DCD. Semi-structured interviews were utilised to capture the students’ accounts of their daily lives and the data analysed using Interpretative Phenomenological Analysis (IPA). Six master themes emerged that illustrated the lived experience of DCD: DCD in Transition, DCD in Functional Context, DCD in Social Context, DCD in Psychological Context, DCD and Support, and finally DCD and Young Adult – Dynamic Self. Relationships among these structural, functional, interpersonal and personal themes highlighted the embedded nature of DCD in the students’ lives. Evocative accounts of the students’ lifeworld are presented which portray the impact of DCD on the students’ academic, social and emotional lives. A particular feature that emerged of the students’ lifeworld was the impact of DCD on the students’ developing identity. It is argued that this contextualised account of DCD provides a complex and rich understanding of the impact of DCD in the students’ lives.
32 citations
Cites background from "The archaeology of knowledge"
...From the perspective of discursive practice (Foucault, 1972; Lacan, 1977a) the student is positioned in specific ways by ‘gender, race, class, ethnicity, and other marks of difference’ (Usher, 1998) by those in powerful positions which potentially bewilders and suppresses the student....
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...From the perspective of discursive practice (Foucault, 1972; Lacan, 1977a) the student is positioned in specific ways by ‘gender, race, class, ethnicity, and other marks of difference’ (Usher, 1998) by those in powerful positions which potentially bewilders and suppresses the student. Landing as an ‘outsider’ in Higher Education (Lynch & O’Riordan, 1998; Wilson, 1963) alienation may also occur because the student’s perspective of reality is inhibited by the predominant culture. From a Marxist perspective, Mann (2001) suggests alienation occurs as the student has to produce work in relationships where power is unequally distributed, restricting personal individuality (Lukes, 1967)....
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Dissertation•
14 Apr 2014
TL;DR: The field of professional organizations in North America that promote and assist democratization movements around the world has been studied in this paper, where they use a form of specialized expert knowledge to help activists, politicians and civil society organizations build democratic institutions.
Abstract: The subject of this dissertation research is the field of professional organizations in North America that promote and assist democratization movements around the world. These organizations use a form of specialized expert knowledge to help activists, politicians and civil society organizations build democratic institutions. Specifically, this research investigates how historical academic debates shape the everyday practices of professionals in this field, and how these practices in turn shape contemporary debates. The study adopts a mixed methods approach by combining an intellectual history of democracy research and qualitative interview research with professionals working in the field. By examining the everyday practice of expertise, this dissertation contributes to emerging scholarly debates spanning the intersections of the sociology of knowledge, political sociology and international development studies by asking an ancient question. How can democracy be a collection of popular political ideals, yet also the object of specialized, technical or social scientific knowledge? According to the findings of this research, the contemporary practice of democracy assistance emerged out of debates about this paradox and, more importantly, organizations within this field rely on the insoluble nature of democratic theory and practice to justify expert interventions in countries struggling for democracy.
32 citations
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TL;DR: In this article, it is argued that legitimacy and violence constitute an alternative basis of social power, while the former is based upon habitus and the latter is an extension of natural power, and the complex processes whereby the state's monopoly on violence and education are used to create habitus, thus legitimacy, are explored.
Abstract: This article explores the relationship between habitus and social power. It is argued that legitimacy and violence constitute an alternative basis of social power. The former is based upon habitus, while the latter is an extension of natural power. The complex processes whereby the state’s monopoly on violence and education are used to create habitus, thus legitimacy, are explored. The complex relationship between power legitimacy and habitus emerge as central to making sense of three‐dimensional power, hegemony, discourse formation, symbolic violence and democracy.
32 citations
Cites background from "The archaeology of knowledge"
...Foucault (1989b) began The Birth of the Clinic with the following description of a cure for hysteria from the ‘classical’ episteme: Pomme treated and cured a hysteric by making her take ‘baths, ten or twelve hours a day, for whole months’....
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...(Foucault 1989b, p. ix) While the reader may be puzzled by the passage (what exactly did Pomme see?)...
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TL;DR: In this article, the authors explore the Bernsteinian theoretical project by extrapolating and contrasting Foucault's and Bernstein's theories of power knowledge relations, pedagogic discourse and different types of knowledge structures.
Abstract: Researchers interested in new modes of social control and regulation through pedagogic means have increasingly drawn on Bernstein’s theories of social control through pedagogic means and the emergence of a totally pedagogised society. This article explores this aspect of the Bernsteinian theoretical project by extrapolating and contrasting Foucault’s and Bernstein’s theories of power knowledge relations, pedagogic discourse and different types of knowledge structures. It elaborates on Bernstein’s theory of the complex division of labour within the field of symbolic control, consisting of agents from different class factions engaged in conflicts and struggles over the production and recontextualisation of different types of scientific knowledge. The article provides two case studies of empirical research to illustrate how Bernstein’s concepts can be used to theorise different modes of pedagogic governance. It demonstrates the possibilities of Bernstein’s later theoretical oeuvre to studies of social reprod...
32 citations
Cites background from "The archaeology of knowledge"
...Crucially, while Foucault’s (1979) work shows how power relations are not simply repressive but also productive, there is little or no analysis of how British Journal of Sociology of Education 149...
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...In his essay on horizontal and vertical discourses, Bernstein (1999) shifts his attention to the rules for the formation of different discourses, and the types of knowledge structures that emerge from these discursive formations (see also 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
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