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 draw together theoretical propositions from the work we have been progressing for the higher education sector over the past decade and to point to some foundational principles that can help establish some early beginnings with Indigenous education as a discipline in the Higher education sector.
Abstract: For a while now I have been researching and writing about Australian Indigenous education issues. Like you all, I have seen much good work and learnt much from what is going on across the country and internationally to improve outcomes for Indigenous learners in formal education processes. And still we go on with the struggle and with the limitations that Western sciences and practices place on us in the process. This paper draws together theoretical propositions from the work we have been progressing for the higher education sector over the past decade and to point to some foundational principles that can help establish some early beginnings with Indigenous education as a discipline in the higher education sector.
559 citations
Cites background from "The archaeology of knowledge"
...…Indigenous agency as framed within the limits and the possibilities of what I can know from this constituted position - to recognise that at the interface we are constantly being asked to be both continuous with one position at the same time as being discontinuous with another (Foucault, 1972)....
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...A second useful principle for an Indigenous standpoint theory would recognise Indigenous agency as framed within the limits and the possibilities of what I can know from this constituted position - to recognise that at the interface we are constantly being asked to be both continuous with one position at the same time as being discontinuous with another (Foucault, 1972)....
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TL;DR: The second in a series on the relevance of the modernist-postmodernist debate to organizational analysis, looks at the work of the late Michel Foucault as mentioned in this paper, which is seen as producing a whole series of problems for those brought up in an Anglo-American tradition of intellectual endeavour.
Abstract: This paper, the second in a series on the relevance of the modernist-postmodernist debate to organizational analysis, looks at the work of the late Michel Foucault. Whilst his work is seen as producing a whole series of problems for those brought up in an Anglo-American tradition of intellectual endeavour, it is maintained that his work is suggestive of alternative ways of approaching problems and ordering material. A three fold periodization of his work is suggested beginning with the 'archeaological' period, then attention is paid to the 'genealogical' period and finally, though less fixed and discernible, his concern for ethics is noted. Ideas and concepts drawn from all but the very last of his writings are then utilized in ways which might allow for a significant reordering in the theory of organizations, particularly in the debate concerning organizational heterogeneity versus homogeneity, the importance of 'total institutions', organizational control of sexuality and the role of new technologies in...
532 citations
TL;DR: Identities, people's subjectively construed understandings of who they were, are and desire to become, are implicated in, and thus key to understanding and explaining, almost everything that happens in and around organizations as mentioned in this paper.
Abstract: Identities, people's subjectively construed understandings of who they were, are and desire to become, are implicated in, and thus key to understanding and explaining, almost everything that happens in and around organizations The research contribution that this review paper makes is threefold First, it analyses the often employed but rarely systematically explored concept ‘identity work’, and argues that it is one metaphor among many that may be useful in the analysis of professional and more generally work identities Second, it focuses on five fundamental, interconnected debates in contemporary identities research centred on notions of choice, stability, coherence, positivity and authenticity Third, it outlines the roles that the concept ‘identity work’ may play in bridging levels of analysis and disciplinary boundaries, and sketches some possible future identities-focused ideas for further research Under-specification has meant that ‘identity’ has not always fulfilled its analytical promise in either theoretical explorations of identities issues or in empirical studies of identities in practice; and it is to these ends that this paper seeks to contribute
531 citations
Cites background from "The archaeology of knowledge"
...Still others favour a focus on ‘subjects’ and ‘subjectivity’ in order to analyse how people relate to themselves as persons (Foucault 1972)....
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...On the other, drawing often on the early work of Foucault (1972), a contrary strand of theorizing recognizes that identity work is imprisoned in ‘spheres of prescribed action and expectation’ (Cerulo 1997, p. 388 Deetz 1992)....
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TL;DR: In terms of constructive alignment from an education viewpoint, there is a need for educators to define learning outcomes and match these with learning activities to ensure that IPE demonstrates added value over uniprofessional learning as mentioned in this paper.
Abstract: Medical Education 2012: 46: 58–70
Context Interprofessional education (IPE) is not a recent phenomenon and has been the subject of several World Health Organization reports. Its focus is on health professionals and students learning with, from and about one another to improve collaboration and the quality of patient care. The drivers for IPE include new models of health care delivery in the context of an ageing population and the increasing prevalence of long-term chronic disease, in addition to the patient safety agenda. The delivery of complex health care requires a team-based and collaborative approach, although teamwork and collaborative practice are not necessarily synonymous. The rationale for IPE is that learning together enhances future working together.
Discussion Systematic reviews of IPE have shown some evidence that IPE fosters positive interaction among different professions and variable evidence that it improves attitudes towards other professionals. Generalisation across published papers is difficult because IPE initiatives are diverse and good evaluation methodology and data are lacking. In terms of constructive alignment from an education viewpoint, there is a need for educators to define learning outcomes and match these with learning activities to ensure that IPE demonstrates added value over uniprofessional learning. Assessment is difficult as pre-qualification professional education focuses on the individual and professional accreditation organisations mandate only for their own professions.
Conclusions Interprofessional education draws from a number of education, sociology and psychology theories, and these are briefly discussed. The most pressing research questions for the IPE community are defined and the challenges for IPE explored.
489 citations
TL;DR: This reformulated version of ETHICS seems the most likely candidate to be extended or "reformulated" to achieve emancipatory ideals more comprehensively.
Abstract: Information systems development methodologies have been the subject of much attention over the .years.. A substantial body of research has focused on the need to develop methodologies that support viewing information systems as social constructs, and information systems development (ISD) as a social process. But if development a social process, what principles~ideals should inform it? Recent research has called for "emancipatory" ideals to be included. This debate can be expanded to explore not only what emancipatory principles might be applied in information systems development, but also how. Existing ISD methodologies only partially embrace emancipatory principles. One of these--ETHiCSseems the most likely candidate to be extended or "reformulated" to achieve emancipatory ideals more comprehensively. Organizations using this reformulated version of ETHICS should make some progress advancing emancipation while at the same time confronting limited resources and the presence of power and authority. The approach undertaken here is generic; researchers can similarly apply these reformulation techniques to other methodologies based on other paradigms.
483 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