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
TL;DR: In this article, the nature of knowledge itself and the various ways this can be created and used to best effect is discussed, as well as how to best use this knowledge in social work.
Abstract: Debates regarding theory and practice in social work have often avoided detailed discussion regarding the nature of knowledge itself and the various ways this can be created and used to best effect...
32 citations
Cites background from "The archaeology of knowledge"
...Some types of knowledge have historically been more privileged, generating what Foucault (1974) refers to as ‘regimes of truth’. Philp (1979), considering this in relation to social work makes the point that ‘privileged’ forms of knowledge tend to suffer from epistemological idealism and fail to take account of what social work is and what social work does. Rutter and Fisher (2013) note that ‘The application of knowledge is [therefore] highly...
[...]
...Some types of knowledge have historically been more privileged, generating what Foucault (1974) refers to as ‘regimes of truth’....
[...]
...Some types of knowledge have historically been more privileged, generating what Foucault (1974) refers to as ‘regimes of truth’. Philp (1979), considering this in relation to social work makes the point that ‘privileged’ forms of knowledge tend to suffer from epistemological idealism and fail to take account of what social work is and what social work does....
[...]
TL;DR: In this paper, a theory of conceptual entanglement is proposed to study how compatibility of meaning comes about and is maintained between linguistic communities and hence also between polities, by using the case of how the French concept of "civilisation" was translated into Ottoman and became part of the political vocabulary of the Ottoman Empire and later Turkey.
Abstract: To the extent that polities interact across linguistic boundaries, international relations are also inter-lingual relations. Since relations and practices are given meaning in language, it has to be possible to give at least a minimum of shared meaning to mutual relations in order for inter-lingual relations to function smoothly. Otherwise, the divergence of meaning and consequently also of social expectations will limit the possible extent and quality of those relations. Nevertheless, International Relations has not theorised inter-lingual relations. This article addresses this deficiency by proposing a theory of ‘conceptual entanglement’ as an approach to studying how compatibility of meaning comes about and is maintained between linguistic communities and hence also between polities. With the ‘expansion of international society’ from the 19th century onwards, linguistic divides have gradually narrowed, especially in terms of political vocabularies. Yet, residues remain, making inter-lingual relations qualitatively different for different pairs of languages, and thus also for polities. The article elaborates on how conceptual entanglement is an aspect of ‘entry’ into international society by using the theory on the case of how the French concept of ‘civilisation’ was translated into Ottoman and became part of the political vocabulary of the Ottoman Empire and later Turkey.
31 citations
Cites background from "The archaeology of knowledge"
...What Michel Foucault calls discursive structures can therefore travel as unruptured wholes only when two or more people with an ability to use these structures travel from one place to another....
[...]
...(Foucault, 2002: 101) Corresponding author: Einar Wigen, Department of Culture Studies and Oriental Languages, University of Oslo, PO Box 1010 Blindern, NO-0315 Oslo, Norway....
[...]
...With scholars like Michel Foucault (1970, 1977, 2002), Quentin Skinner (1978, 1981, 1996), Hans-Georg Gadamer (2004 [1960]) and Jacques Derrida (1976, 1978) leading the charge, social theory has had its linguistic turn....
[...]
...Here, I will introduce Foucault’s concept of the archive, which are the texts that together constitute a community’s common frame of reference (Foucault, 2002: 128–130)....
[...]
...The linguistic turn in IR has largely drawn upon the theoretical developments associated with structuralism and post-structuralism, with Ferdinand de Saussure (1983) and Michel Foucault (inter alia 2002) as key references (Bartelson, 1995; Campbell, 1998; Der Derian, 1987; Der Derian and Shapiro, 1989; Hansen, 2006; Neumann, 1996, 1999; Price, 1997; Wæver, 1998)....
[...]
Dissertation•
01 Jan 2019
TL;DR: The authors examines discursive constructions of teachers' professional identities in early childhood education and care (ECEC) policies and practice in Aotearoa New Zealand over the last two decades.
Abstract: Over the last two decades, neo-liberal education reform has notably transformed the landscape of early childhood education and care (ECEC) in Aotearoa New Zealand. From an increasingly supportive approach, aiming to ensure access to and the participation of all children in quality ECEC provision, the country has swung towards a 'hands off' approach, which allowed the market to define who provides early childhood services, to whom and how. Increasing privatisation, competition and individualisation in the sector left teachers with many challenges, such as how to secure financial sustainability in the market and yet meet needs of children, families and community. The time of rapid transformation and challenge has also created an opportunity for teachers individually and the early childhood profession collectively to re-think their understanding of the purpose of ECEC, professionalism, and ways of ‘being’ a teacher and ‘doing’ early childhood education in the contemporary context of Aotearoa New Zealand.
Drawing on a framework of poststructural discursive studies and theoretical ideas of feminist poststructuralists, this thesis examines discursive constructions of teachers’ professional identities in ECEC policies and practice in Aotearoa New Zealand over the last two decades. Through an analysis of some key ECEC policy documents, and collective and individual interviews with teachers, professional leaders and managers from both community-owned and for-profit services, the study shows the shaping of complementing and opposing discourses on teachers’ work and professional identities.
The thesis argues that the Aotearoa New Zealand ECEC has been torn between tensions created through an interplay of divergent and opposing discursive windows, which set a powerful context for constructions of complex and fluid teachers’ professional identities. It shows that discursive windows of enterprise, economic investment and vulnerability have promoted competition, individualism, entrepreneurship and social-intervention emphases in the sector, and frequently overpowered discourses of collectivism, collegiality, and empowerment, in which democratic education and professionalism have been rooted. Through a constant struggle to resolve tensions among the confronting and yet simultaneously coexisting interests and priorities in ECEC, teachers need to constantly re-invent their professional selves.
This thesis adds to the scholarship about possible impacts of policy developments on teachers’ professional identities specifically and the teaching profession generally. By discussing some complex issues in the Aotearoa New Zealand ECEC, the study contributes to an understanding of how contemporary early childhood discourses may weaken capacity for constructing advocate-activist teachers’ identities, which are both a priority and necessity in ECEC at times when the market drives teachers’ work, requiring them to favour for-profit and enterprise interests over the wellbeing of children, families and community.
However, the study also…
31 citations
Cites background from "The archaeology of knowledge"
...…recent turn in discourse-based studies has been, however, influenced by poststructuralism, the intellectual movement often associated with Michel Foucault (1972, 1980, 1998), and its scepticism towards structuralists’ views that an eternity of a system can be known based on static relationships…...
[...]
...Ambiguous, confronting and conflicting in their nature, discourses set ‘the conditions of possibilities’ (Foucault, 1972) for who teachers ought to be in ECEC....
[...]
...The most recent turn in discourse-based studies has been, however, influenced by poststructuralism, the intellectual movement often associated with Michel Foucault (1972, 1980, 1998), and its scepticism towards structuralists’ views that an eternity of a system can be known based on static relationships between structures in the system (Luke, 1995; Rogers, Malancharuvil-Berkes, Mosley, Hui, & Joseph, 2005)....
[...]
...Miller & Isard, 1963), sociolinguistics and the ethnography of communication (Gumperz & Hymes, 1972; Labov, 1966; Trudgill, 1974); and poststructuralism (Baxter, 2003; Butler, 1990; Davies, 1993; Foucault, 1972; Weedon, 1997)....
[...]
...…psycholinguistics (Chomsky, 1957; Fodor, Bever, & Garrett, 1974; G. A. Miller & Isard, 1963), sociolinguistics and the ethnography of communication (Gumperz & Hymes, 1972; Labov, 1966; Trudgill, 1974); and poststructuralism (Baxter, 2003; Butler, 1990; Davies, 1993; Foucault, 1972; Weedon, 1997)....
[...]
Dissertation•
01 Nov 2016
TL;DR: In this article, a qualitative approach was adopted for a study, involving six young people identified as falling within the autism spectrum, six parents and six L.A.S.s.
Abstract: Inclusion of young people identified as having a disability has recently become a much debated issue both internationally as well as locally in Malta. This gave rise to the move from special schools to mainstream schooling for all young people to have a quality education. Moreover, the idea of what needs to be done to cater for the diverse needs of all young people to thrive in a serene and welcoming environment is greatly discussed. This thesis will examine what constitutes inclusion to different stakeholders, more specifically what constitutes inclusion to young people identified as falling within the autism spectrum, parents, and learning support assistants (L.S.A.s). A qualitative approach will be adopted for this study, involving six young people identified as falling within the autism spectrum, six parents and six L.S.A.s. The research adopts a qualitative methodology, using participant produced images, semi-structured interviews and critical discourse analysis. The theoretical framework that underpins this research is that of social constructionism. Six young people identified as falling in different spectra of the autism spectrum were chosen and given a camera. They were asked to take photos of what they like and dislike at school. This was followed by semi-structured interviews for the young people who responded verbally and discussions using social stories for young people who did not respond verbally. Semi-structured interviews were then carried out with the young people, parents and L.S.A.s. Carla Willig’s six-step methodological approach to critical discourse analysis was adopted to analyse the interviews. The research gave insight on various aspects of what constitutes inclusion for different stakeholders including inclusion as relational and inclusion as one-size-fits-all as two examples. The study indicates that different stakeholders viewed inclusion differently. Lacunae were also found such as, for example the lack of voice that young people identified as falling within the autism spectrum have, and the need for more training programmes to equip L.S.A.s and other teaching professionals with the necessary skills to cater for the diverse needs of such young people.
31 citations
Cites background from "The archaeology of knowledge"
...Thus, as Foucault (1972) put forward “discourses are practices which form the objects of which they speak (Foucault, 1972, p. 49)....
[...]
Dissertation•
01 Jan 2016
TL;DR: The authors presented a narrative study of leadership identity from a sociocultural perspective, arguing that learning and development are intrinsically linked to identity construction as individuals, cultural forms, and social positions, come together in co-development, as identity in practice.
Abstract: This thesis presents a narrative study of leadership identity from a sociocultural perspective. Drawing on Bakhtinian, Vygotskian and Bourdieusian perspectives as a lens to conceptualise identity – Holland et al’s (1998) Agency and Identity in Cultural Worlds (figured worlds) – and argues that learning and development are intrinsically linked to identity construction as individuals, cultural forms, and social positions, come together in co-development, as identity in practice.
A thematic analysis, presented as stories from practice, illuminates and explores the contexts of identity construction, as narrated through: early life, childhood and youth; formal study and training; ‘learning moments’ from organisational life reflecting tensions of power, discourse and policy; and the influence of ‘good’ and ‘bad’ leaders – as heroes and villains – of leadership worlds.
Overall, a struggle between rhetorical discourses of leadership and organisational realities presented many contradictions to practice as identity work involved putting on ‘a professional mask’ to ‘act the part’ of a ‘tough’ invulnerable leader. Living life in the ‘gap’ between discourse and organisational realities was then often narrated as ‘a bit of a mess’ as stories of tension, resistance and negotiation featured alongside reflections on the complexity of organisational life and the ‘collision’ of professional and personal expectations. However, at times, leadership identity work also reflected a chance to ‘play the game’ and improvise new possibilities for practice narrated through stories of: ‘free-wheeling’, ‘winning’ and ‘rebelling’ against ‘bureaucratic’ cultures; ‘fighting for the underdog’ against ‘aggressive, self-interested’ autocrats; challenging gender positioning in a ‘man’s world’; and navigating ‘the dark side of leadership’ as a ‘good’ ethical leader authentically and emotionally ‘hidden’ behind the veil of identity performance.
In offering life history accounts that highlight the tensions, and the possibilities, of leadership identity work in practice, this research presents insights and contributions to growing debates across leadership studies, leadership and management development research, and the educational leadership field. Overall this thesis argues that identity work is an integral aspect of leadership practice, learning and development.
31 citations
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