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
Posted Content•
TL;DR: The authors found that the discursive resources reinforced one another in a "reticulated" fashion: conditioned by encompassing discourses of managerialism and legal professionalism, they supported a particular mode of subjectivation.
Abstract: Critics assert that lawyers’ subject positions make them accomplices to corporate domination. Work on subject position formation, however, frequently ignores either identifications with particular organizations or the manifold discourses circulating around those organizations. To address this, I asked junior corporate attorneys at a large US law firm to reflect on the accusation of being a ‘corporate lackey’. In their responses were four forms of discursive resource that evinced varied sources of identification. The analysis shows that the discursive resources reinforced one another in a ‘reticulated’ fashion: conditioned by encompassing discourses of managerialism and legal professionalism, they supported a particular mode of subjectivation. From this finding, I argue for the need to contextualize studies of professionals in multiple discourses, the advantages of studying arrays of discursive resources and the importance of surfacing ‘submerged’ discursive resources.
89 citations
TL;DR: The authors examined the public discourses of the farmland preservation movement and the ideologies that underpin them, revealing an expanding discourse with ideological foundations riven with internal contradictions yet intersecting in different ways.
89 citations
Cites background from "The archaeology of knowledge"
...This representative power of the discourse, that is its power to construct 'systems of meanings' (Foucault, 1972) around the urbanization of agricultural land, has had a significant influence over farmland preservation policy....
[...]
TL;DR: This paper used Wittgenstein to "reciprocally illuminate" Foucault's education after postmodernism, and used the game of truth to judge teaching practices through genealogy.
Abstract: Over a decade after publication of Thinking Again: Education After Postmodernism (1998) contention still emerges among Foucaultians over whether discursively made‐up things really exist, and whether removal of the constituent subject leaves room for agency within techniques of caring for the self. That these questions are kept alive shows that some readers have not rethought Foucault, finding what possibly comes after postmodernism. Using Wittgenstein to ‘reciprocally illuminate’ Foucault (after Tully and Marshall), I open teacher inspection and reforms to problematization, as relations to bedrock rules governing games of truth. ‘How, upon entering classrooms, do inspectors know “teaching” is taking place and not crazy and fuzzy things in its name?’ Taking up Hirst's vexing question, I move beyond liberal‐analytic concept‐mapping and neo‐liberal individualism to more fully assay the political ground for judging teaching practices through genealogy. Epistemological, political and ethical concerns intersect...
88 citations
Cites background from "The archaeology of knowledge"
...…a history that is given, since it is things actually said’, jumbled together and overlapping in all their flaws, incoherence, replacements and successions (Foucault, 2002, p. 143).8 An educator’s ‘archive’—containing eroded and bowdlerized fragments of veridical discourses drawn from various…...
[...]
...By historical a priori he does not mean Kant’s synthetic a priori concepts (e.g., time, space, motion): ‘it is not a condition of validity for judgements, but a condition of reality for statements’ (Foucault, 2002, p. 143)....
[...]
TL;DR: Identities scholarship, in particular that focused on self-identities, has burgeoned in recent years as mentioned in this paper, with dozens of papers on identities in organizations published in this journal by a substantial...
Abstract: Identities scholarship, in particular that focused on self-identities, has burgeoned in recent years. With dozens of papers on identities in organizations published in this journal by a substantial...
88 citations
Cites background from "The archaeology of knowledge"
...…the analysis of people in organizations, and some authors suggest other concepts such as ‘person’/‘personhood’ or ‘subjectivity’ offer equally or more interesting opportunities to investigate historical, political, economic and legal etc. aspects of our humanity (cf. Foucault, 1972; Weber, 1930)....
[...]
TL;DR: The authors examined perceptions of social inclusion and inclusive pedagogies held by academic staff at an Australian university and found that teaching staff with regard to diverse student populations, particularly students from low socio-economic (LSES) backgrounds, given the institution's reasonably high proportion of LSES student enrolment (14%).
Abstract: The principles of social inclusion have been embraced by institutions across the higher education sector but their translation into practice through pedagogy is not readily apparent. This paper examines perceptions of social inclusion and inclusive pedagogies held by academic staff at an Australian university. Of specific interest were the perceptions of teaching staff with regard to diverse student populations, particularly students from low socio-economic (LSES) backgrounds, given the institution's reasonably high proportion of LSES student enrolment (14%). A mixed-method approach was utilised: (i) in-depth interviews with a representative sample of academic staff and (ii) an online survey targeting all academic staff across the institution. The results point to the dual responsibilities of students and institutions in enacting inclusivity in order to move beyond reductive standpoints that simply apportion blame.
88 citations
Cites background or methods from "The archaeology of knowledge"
...From the analysis of our data, it is difficult to get away from the conclusion that, following Foucault (1984), for LSES students the politics of truth is one entwined with deficit....
[...]
...(Foucault, 1972, p. 49, emphasis added) While we acknowledge the debate about Bourdieu and Foucault (Bourdieu & Wacquant, 1992; Callewaert, 2006), we note the argument by Samuelsen and Steffen who suggest that: One of the strengths of the concepts and theories developed by these two thinkers has…...
[...]
...…for a lack of university-specific cultural capital and focuses on the perceived inadequacies of ‘at risk’ students and the challenges of ‘fixing’ the problem (Smit, 2012, p. 370); it also (and to paraphrase Foucault, 1972) systematically contributes to the construction of this student as ‘deficit’....
[...]
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