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: In this article, the focus shifts from considering how policies impact on women and men to asking how they constitute or make them come to be, and the conceptualization of policies as gendering practices is proposed as a way to rethink categorical distinctions and to direct attention to how inequality is "done".
Abstract: For some time feminist scholars have been concerned with rethinking the constraints imposed on feminists’ strategies by categorical distinctions, such as the distinction between “women” and “men.” This issue has become more pressing due to a political commitment to recognize diversity among women and among men (consider here discussions of masculinities and intersectionality). This article offers the conceptualization of policies as gendering practices as a way to rethink categorical distinctions and to direct attention to how inequality is “done.” In this approach the focus shifts from considering how policies impact on women and men to asking how they constitute or make them come to be. More broadly, this contribution recommends the need to examine policies for their interacting, constitutive effects, asking how they are potentially gendering, racializing, heteronorming, classing, disabling, third-worldizing, etc.
74 citations
Cites background from "The archaeology of knowledge"
...Rather than thinking of knowledge as transcendental truth, in a Foucauldian analysis, knowledges (in the plural) are what is “within the true” (Foucault 1972a, 224), what is accepted as truth....
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...Policies achieve these constitutive effects through discursive practices, which comprise the “conditions of emergence, insertion and functioning” of discourses (Foucault 1972b, 163), and hence bridge a material-symbolic distinction (Bacchi and Bonham 2014)....
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TL;DR: In this paper, a study of women who self-identify as bisexual explores what it means to claim a bisexual identity, and they construct a succession of interrelated impediments and imperatives that act in tandem to both prohibit and potentiate bisexu-ality.
Abstract: This article, based on an ongoing Canadian study of women who self-identify as bisexual, explores what it means to claim a bisexual identity. Semi-structured interviews with 22 women were analyzed using thematic decomposition, an analytic technique that combines discursive approaches with thematic analysis. Women in this study constructed their sexuality as a succession of interrelated impediments and imperatives that act in tandem to both prohibit and potentiate bisexu-ality. Specifically, they resist adopting the bisexual label while simultaneously working for bisexual visibility; they strive for credibility in a cultural context in which bisexuality occupies an ambiguous position; and they negotiate the dilemma of “belonging” to lesbian communities. Although diverse, these narratives of interrogation can be read as efforts to confront the inadequacies of dominant discourses of sexuality rooted in monosexism.
74 citations
Cites background from "The archaeology of knowledge"
...In this respect, Foucault suggests that discourses can be defined as “practices that systematically form the objects of which they speak” (Foucault, 1972, p. 49)....
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...Discourse, conversely, is defined in the Foucauldian sense, as not only referring to language, as in the “general domain of all statements,” but also to regulated social practices (Foucault, 1972)....
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TL;DR: In this paper, the authors considered the photographs taken by year six primary school children of their school and the images they chose to represent themselves, revealing attitudes to school, the importance of playground relationships in the construction of gender, leading to the concept of "borderlands" inhabited by some boys who adopt non-hegemonic masculinities.
Abstract: Photography has been commonly used as a research tool in studies of childhood/children. However images of school children in official documentation are rarely taken or chosen by children and may not reflect their real experiences. This research considered the photographs taken by year six primary school children of their school and the images they chose to represent themselves. Subsequent interviews with children revealed attitudes to school, the importance of playground relationships in the construction of gender, leading to the concept of ‘borderlands’ inhabited by some boys who adopt non-hegemonic masculinities.
74 citations
Dissertation•
01 Jan 2015
74 citations
01 Jan 2004
74 citations
Cites background from "The archaeology of knowledge"
...Assembling the histories of concepts and constructs—genealogies of knowledge, as Foucault (1972) called them—is an important part of social constructionist scholarship....
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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