The archaeology of knowledge

doi:10.1017/CBO9781139172141.008

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The archaeology of knowledge

Book Chapter•DOI•

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.

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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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Journal Article•DOI•

The Changing Social Spaces of Learning: Mapping New Mobilities.

[...]

Kevin M. Leander¹, Nathan C. Phillips¹, Katherine Headrick Taylor¹•Institutions (1)

Vanderbilt University¹

01 Mar 2010-Review of Research in Education

TL;DR: The classroom-as-container discourse is a dominant discourse of the field of education as discussed by the authors, and it is defined as a set of rules concerning how meaning is made (Foucault 1972).

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Abstract: Writing on contemporary culture and social life, sociologists and cultural theorists have been describing new or changing forms of movement, variously described as cultural “flows” (e.g., Appadurai, 1996), “liquid life” (Bauman, 2005), or a “networked society” (Castells, 1996). The change in such movements or mobilities of people, media, material goods, and other social phenomena, including the reach or extension of such movements, connections between “global” and “local” life, the creation of new spaces and places, and new speeds and rhythms of everyday social practice, is arguably the most important contrast between contemporary social life and that of just a decade or two ago. Despite these changes and longer conversations about their meanings in a range of disciplines, mobilities and their relations to learning within education are still understudied and undertheorized. The present review maps current and relevant engagements with mobility and learning across conceptual and empirical studies. The first section considers the relationship of learning to space and place in educational research, and focuses in particular on the classroom-as-container as a dominant discourse of the field. By “dominant discourse” we intend that the classroom-as-container constructs not only particular ways of speaking and writing in educational research, but also systems of rules concerning how meaning is made (Foucault, 1972). This discourse functions as an “imagined geography” of education, constituting when and where researchers and teachers should expect learning to “take place”. This dominant discourse shapes educational research practice and perspectives, we posit, even when research questions cross “in school” and “out of school” borders. Next, in the second section, we consider disruptions and expansions of the classroom-as-container discourse within

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474 citations

Cites background from "The archaeology of knowledge"

..., Hirst, 2004; Nespor, 1994, 1997; Willis, 1977) reads the location, control, and regionalization of (children’s) bodies in school as discursive ordering (Foucault, 1979). In Nespor’s (1997) ethnography of fourth graders at an urban elementary school in Roanoke, Virginia, he offers a critically complex assessment of children’s bodies in school spaces. Much of the ethnography disrupts the notion of field “site”; hence, giving site-based “background” information to the study is problematic at best. Yet, across two years of ethnographic work, Nespor describes how “Thurber Elementary” was located and constituted at an intersection of community and city politics, how neighborhoods regionalized children’s experiences, offering children in the “same” school very different experiences of the school, and how flows of popular culture and commercialism were powerfully present in children’s experiences of social space. Nespor (1997) considers how schooling is involved in the process of abstracting children from social space and from their own bodies. Drawing from Lefebvre (1991), he traces how “people’s actual ways of moving through the world” (Lefebvre’s “spaces of the body”) are replaced through schooling with “the body rendered as a visual display or text readable to an outsider’s gaze” (Lefebvre’s “body in space”; p. 121). Through control and disciplining of the body in classroom management and other school practices (e.g., single file lines, sitting quietly for long periods of time without moving, regulating the bowels and bladders, p. 128), children undergo a transformation through which “the body ceases to be acknowledged as a tool for mediating relations with the world” (p. 122). The emphasis on the abstracted body is also supported, Nespor argues, through school practices that emphasize written texts and media representations (p. 122). Because of such regulation and abstraction, children’s bodies become all the more salient for both teachers and children to interpret in raced, classed, and gendered ways, and exuberant childlike activity (e.g., chase games) become all the more marked as unschooled through social identity construction. Nespor (1997) raised a number of issues concerning the schooled body and learning in place that are still largely untapped in educational research. In particular, for questions of equity and learning, we might consider how the abstraction of the body in schooled practices and discourses is not “applied” evenly across children: When the body becomes an abstracted site of display over and against a living, engaging body, then dominant power relations and identities of gender, race, class, and other forms of identity have occasion to be reinstantiated. In this manner, conventional practices of abstraction involving bodies are not merely a question of the development of mind, as strong-text theorists (e.g., where literacy is associated with the unique demands of alphabetical writing and the learning of forms of abstraction) such as Ong (1982) would argue, but may well be productive of inequitable opportunities to...
[...]
...By “dominant discourse” we intend that the classroom-as-container constructs not only particular ways of speaking and writing in educational research, but also systems of rules concerning how meaning is made (Foucault, 1972)....
[...]
..., Hirst, 2004; Nespor, 1994, 1997; Willis, 1977) reads the location, control, and regionalization of (children’s) bodies in school as discursive ordering (Foucault, 1979). In Nespor’s (1997) ethnography of fourth graders at an urban elementary school in Roanoke, Virginia, he offers a critically complex assessment of children’s bodies in school spaces. Much of the ethnography disrupts the notion of field “site”; hence, giving site-based “background” information to the study is problematic at best. Yet, across two years of ethnographic work, Nespor describes how “Thurber Elementary” was located and constituted at an intersection of community and city politics, how neighborhoods regionalized children’s experiences, offering children in the “same” school very different experiences of the school, and how flows of popular culture and commercialism were powerfully present in children’s experiences of social space. Nespor (1997) considers how schooling is involved in the process of abstracting children from social space and from their own bodies. Drawing from Lefebvre (1991), he traces how “people’s actual ways of moving through the world” (Lefebvre’s “spaces of the body”) are replaced through schooling with “the body rendered as a visual display or text readable to an outsider’s gaze” (Lefebvre’s “body in space”; p....
[...]
..., Hirst, 2004; Nespor, 1994, 1997; Willis, 1977) reads the location, control, and regionalization of (children’s) bodies in school as discursive ordering (Foucault, 1979). In Nespor’s (1997) ethnography of fourth graders at an urban elementary school in Roanoke, Virginia, he offers a critically complex assessment of children’s bodies in school spaces....
[...]
..., Hirst, 2004; Nespor, 1994, 1997; Willis, 1977) reads the location, control, and regionalization of (children’s) bodies in school as discursive ordering (Foucault, 1979). In Nespor’s (1997) ethnography of fourth graders at an urban elementary school in Roanoke, Virginia, he offers a critically complex assessment of children’s bodies in school spaces. Much of the ethnography disrupts the notion of field “site”; hence, giving site-based “background” information to the study is problematic at best. Yet, across two years of ethnographic work, Nespor describes how “Thurber Elementary” was located and constituted at an intersection of community and city politics, how neighborhoods regionalized children’s experiences, offering children in the “same” school very different experiences of the school, and how flows of popular culture and commercialism were powerfully present in children’s experiences of social space. Nespor (1997) considers how schooling is involved in the process of abstracting children from social space and from their own bodies. Drawing from Lefebvre (1991), he traces how “people’s actual ways of moving through the world” (Lefebvre’s “spaces of the body”) are replaced through schooling with “the body rendered as a visual display or text readable to an outsider’s gaze” (Lefebvre’s “body in space”; p. 121). Through control and disciplining of the body in classroom management and other school practices (e.g., single file lines, sitting quietly for long periods of time without moving, regulating the bowels and bladders, p. 128), children undergo a transformation through which “the body ceases to be acknowledged as a tool for mediating relations with the world” (p. 122). The emphasis on the abstracted body is also supported, Nespor argues, through school practices that emphasize written texts and media representations (p. 122). Because of such regulation and abstraction, children’s bodies become all the more salient for both teachers and children to interpret in raced, classed, and gendered ways, and exuberant childlike activity (e.g., chase games) become all the more marked as unschooled through social identity construction. Nespor (1997) raised a number of issues concerning the schooled body and learning in place that are still largely untapped in educational research....
[...]

Journal Article•DOI•

Post-processual challenges for the emerging strategy-as-practice perspective: Discovering strategy in the logic of practice

[...]

Robert Chia¹, Brad MacKay²•Institutions (2)

University of Aberdeen¹, University of St Andrews²

01 Jan 2007-Human Relations

TL;DR: The recent turn to "strategy practice" offers a genuine opportunity for establishing an alternative perspective that is clearly distinct from the traditional strategy process view as discussed by the authors, and the challenge is to clarify and articulate an alternative set of ontological and epistemological premises for founding this new approach to theorizing strategy.

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Abstract: The recent turn to ‘strategy practice’ offers a genuine opportunity for establishing an alternative perspective that is clearly distinct from the traditional strategy process view. The challenge is to clarify and articulate an alternative set of ontological and epistemological premises for founding this new approach to theorizing strategy.What has been called the ‘practice turn’ in social theory provides this alternative basis for a ‘post-processual’ approach to theorizing strategy-as-practice. This ‘practice turn’ involves a radical reformulation of the intractable problem of agency and structure that enables us to bypass the ‘micro/macro’ distinction so intimately tied to the social sciences in general and to strategy research in particular. Already, there are signs that the discourse of the strategy-as-practice research community reflects this awareness and are thus straining towards some form of ‘trans-individual’ explanation that is not restricted to the mere ‘activities’ of strategy actors nor to th...

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466 citations

Journal Article•DOI•

A Narrative Approach to Collective Identities

[...]

Andrew D. Brown¹•Institutions (1)

University of Bath¹

01 Jun 2006-Journal of Management Studies

TL;DR: In this paper, the authors define collective identities as the totality of such narratives and draw attention to their complex, and often fragmented and heterogeneous nature, and propose a conceptual model for theorizing and researching collective identities.

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Abstract: From a narrative perspective, organizations' identities are discursive (linguistic) constructs constituted by the multiple identity-relevant narratives that their participants author about them, and which feature, for example, in documents, conversations and electronic media. By defining collective identities as the totality of such narratives I draw attention to their complex, and often fragmented and heterogeneous nature. My approach contrasts with much of the theorizing in this field which has tended to homogenize collective identities by emphasizing what is common or shared, failed to capture the interplay between different communities within organizations, and produced bland, undifferentiated empirical research. In particular, the theoretical framework that I outline focuses attention on the importance of reflexivity, voice, plurivocity, temporality, and fictionality to an understanding of collective identities as locales for competing hegemonic claims. In combination, these notions form a unique conceptual model for theorizing and researching collective identities. This said, a narrative approach also has its limitations, and is proposed as an additional, not exclusive, interpretive lens.

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461 citations

Cites background from "The archaeology of knowledge"

...The more so because the narrative metaparadigm draws adherents from a range of traditions, such as structuralism (Barthes, 1977), post-structuralism (Foucault, 1972), critical theory (Habermas, 1984), postanalytic philosophy (MacIntyre, 1981) and hermeneutics (Gadamer, 1982), mirroring the…...
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Journal Article•DOI•

AIDS, homophobia and biomedical discourse: An epidemic of signification

[...]

Paula A. Treichler¹•Institutions (1)

University of Illinois at Urbana–Champaign¹

01 Oct 1987-Cultural Studies

TL;DR: The authors need to understand that AIDS is and will remain a provisional and deeply problematic signifier and use what science gives us in ways that are selective, self-conscious and pragmatic.

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Abstract: (1987). AIDS, homophobia and biomedical discourse: An epidemic of signification. Cultural Studies: Vol. 1, No. 3, pp. 263-305.

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459 citations

Journal Article•DOI•

Imagining a Post-Development Era? Critical Thought, Development and Social Movements

[...]

Arturo Escobar

01 Jan 1992-Social Text

TL;DR: For some time now, it has been difficult at times even impossible to talk about development, protest or revolution with the same confidence and encompassing scope with which intellectuals and activists spoke about these vital matters in our most recent past as mentioned in this paper.

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Abstract: For some time now, it has been difficult at times even impossible to talk about development, protest or revolution with the same confidence and encompassing scope with which intellectuals and activists spoke about these vital matters in our most recent past. It is as if the elegant discourses of the 1960s the high decade of both Development and Revolution had been suspended, caught in mid air as they strove toward their zenith, and, like fragile bubbles, exploded, leaving a scrambled trace of their glorious path behind. Hesitantly perhaps, but with a persistance that has to be taken seriously, a new discourse has set in. Where one spoke of Development or its flip side, Revolution one is now allowed to speak a very different language: that of the "crisis" of development, on the one hand, and "new social actors" and "new social movements," on the other. In fact, many scholars seem to be proposing a radical reinterpretation of social and political reality based on a new set of categories such as "alternative development," new identities, radical pluralism, historicity and hegemony. In the previous period, from the early post-War years to the end of the 1970s, the relation between truth and reality that characterized political discourse was relatively clear and direct. Development was chiefly a matter of capital, technology, and education and the appropriate policy and planning mechanisms to successfully combine these elements. Resistance, on the other hand, was primarily a class issue and a question of imperialism. Nowadays, this transparency has been muddled, and even imperialism and class are thought to be the object of innumerable mediations. But while research and inquiry into the nature of resistance and political practice have been quite alive and growing, the same is not true for the area of development. A new problematization of the nature of popular resistance and mobilization, and of intellectuals' understanding of them, has resulted in new ways of thinking these issues, especially in relation to social movements. The theory of social movements has become, particularly in Western Europe and Latin America, but also increasingly in other parts of the Third World, one of the key arenas for social

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442 citations

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References

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Open Access

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Book•

Analysing Discourse: Textual Analysis for Social Research

[...]

Norman Fairclough

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

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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

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6,407 citations

Journal Article•DOI•

A set of principles for conducting and evaluating interpretive field studies in information systems

[...]

Heinz K. Klein¹, Michael D. Myers•Institutions (1)

Binghamton University¹

01 Mar 1999-Management Information Systems Quarterly

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.

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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.

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5,588 citations

Book•

Sorting Things Out: Classification and Its Consequences

[...]

Geoffrey C. Bowker, Susan Leigh Star

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.

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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.

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4,480 citations

Journal Article•DOI•

On Two Metaphors for Learning and the Dangers of Choosing Just One

[...]

Anna Sfard¹•Institutions (1)

University of Haifa¹

01 Mar 1998-Educational Researcher

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.

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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.

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3,660 citations

Journal Article•DOI•

Generating Research Questions Through Problematization

[...]

Matas Alvesson¹, Jörgen Sandberg¹•Institutions (1)

University of Queensland¹

01 Apr 2011-Academy of Management Review

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.

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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.

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1,126 citations