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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Posted Content•
TL;DR: In this article, the authors argue that in order to understand how the human rights discourse is imported into the domestic arena and how it expands once it enters the local scene, it is crucial to employ a broader conception of the global and a more differentiated view of the local.
Abstract: Building on the literature that analyzes the impact of norms and ideas on international and domestic politics, it is our assumption that the widespread introduction and dissemination of a human rights discourse enables oppressed groups to translate events into rights language and to appeal to courts, politicians and media in order to seek remedies for their grievances. In so far as human rights discourse actually helps introduce more ethical policies and legislation, it is crucial to understand how this discourse, which in the past 55 years evolved and proliferated on the global level, emerges and develops in domestic settings. Using Israel as a case study, and more specifically analyzing the Israeli press, we further develop some of the existing theoretical claims about how the global and local interact.We argue that in order to understand how the rights discourse is imported into the domestic arena and how it expands once it enters the local scene, it is crucial to employ a broader conception of the global and a more differentiated view of the local.We emphasize the significance of local events and practices in determining the impact of the global on national settings, suggesting that one cannot understand transnational flows without unveiling the black box of the domestic arena.
62 citations
Cites methods from "The archaeology of knowledge"
...We use the term discourse in its Foucauldian sense (Foucault, 1990; 1993), whereby discourse operates both in a positive (productive) and negative (prohibitive) way....
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Journal Article•
TL;DR: The focus in this form of analysis has traditionally been, and still continues to be, on the use of text-internal linguistic resources, in particular, on formal and functional properties of language, especially analysis of rhetorical ''moves'' as discussed by the authors.
Abstract: Genre Analysis of academic and professional texts has traditionally been the
focus of much of ESP (English for Specific Purposes) inspired language
descriptions. The emphasis in this form of analysis was, and still continues to be,
on the use of text-internal linguistic resources, in particular, on the use of formal
and functional properties of language, especially analysis of rhetorical �moves�
with relatively limited focus on context or text-external resources, which play an
important role in the socio-pragmatics of academic and professional genres.
This paper is an attempt to critically reflect on a general overview of this
approach to the analysis of professional genres, while at the same, extending the
scope of the construction, interpretation and use of professional genres by
focusing on the academic and professional �practices� that most academics and
professional experts are engaged in as part of their daily routine within what
Bhatia (2010) calls �socio-pragmatic space� in which such professional genres
invariably function.
61 citations
Cites background from "The archaeology of knowledge"
...Intertextuality operates within what we refer to as “textual space” and has been widely studied (Kristeva, 1980; Foucault, 1981; Bakhtin, 1986; Fairclough, 1995); however, a vast majority of appropriations often take place across text-external semiotic resources at other levels of professional,…...
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TL;DR: In this article, the authors argue that the establishment of neoliberalism as the new global orthodoxy in the field of education implies a substantial subjugation and marginalisation of policies and practices informed by the values of social justice and equity.
Abstract: The paper analyses how the establishment of neoliberalism, as the new global orthodoxy, in the field of education implies a substantial subjugation and marginalisation of policies and practices informed by the values of social justice and equity. The evidence from a case study on an inclusive education policy enacted to combat social exclusion and dropout in a disadvantaged inner-city area in the south of Italy are presented. The study shows how neoliberalism is increasingly re-defining the domains of validity, normativity and actuality according to an economic rationale; within these domains the actors frame the problems of social exclusion and dropout and choose the solutions to address them. It is argued that the overall framework of discourses of human capital, individualisation, school improvement, performativity and standardisation impedes any contextualised, multidimensional and critical approach to social exclusion as well as the pursuing of any egalitarian outcomes, be they (re)distributional, cu...
61 citations
Cites background from "The archaeology of knowledge"
...The discursive constellation composing the new global orthodoxy is increasingly re-defining the domains of validity, normativity and actuality (Foucault 1972, 68) in education according to an economic rationale....
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...This agenda seems to be constituted by a set of complex and discontinuous ideas, values, policy themes and processes inspired by an economic rationale; they are increasingly re-shaping the field of education and its concepts, objects, technologies and subjectivities (Foucault 1972)....
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...…of a set of ready-made and ‘magical solutions’ to the problems of dropout and social exclusion, available in the fields of validity, actuality and normativity (Foucault 1972) as they were established by the discourse of school effectiveness and improvement and by the wider neoliberal orthodoxy....
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TL;DR: The authors argue that while the development of bilingual/immersion education models are crucially important for the academic success of Pasifika students, they are not, in themselves, enough.
Abstract: In recent years, numerous educational programmes have been developed that have been aimed at raising the academic achievement and wider participation of Pasifika students in New Zealand society. One example of this, which has to date only been explored at local school level, is bilingual/immersion education. The arguments underlying this paper are that while the development of bilingual/immersion education models are crucially important for the academic success of Pasifika students, they are not, in themselves, enough. A critical empowerment approach and perspective is also required in order to address the wider issues, and power relations, that inevitably frame, and delimit, the development of first language models of education for minority students in Aotearoa/New Zealand, as elsewhere. This paper begins by providing relevant background on Pasifika languages and educational achievement in Aotearoa/New Zealand, and related educational policy towards Pasifika students. The remainder of the paper focuses o...
61 citations
TL;DR: In this paper, a study of five and six-year-old children's doll play excerpted from data collected during a year of weekly visits to one focal kindergarten in a US Midwest public school, which is part of a larger three-year study of literacy play as mediated discourse.
Abstract: Drawing from critical sociocultural perspectives that view play, literacy, and gender as social practices, boys’ Disney Princess play is examined as a site of identity construction and contestation situated within overlapping communities of femininity and masculinity practice where children learn expected practices for ‘doing gender’. The article presents critical discourse analysis of two instances of five- and six-year-old children’s doll play excerpted from data collected during a year of weekly visits to one focal kindergarten in a US Midwest public school, which is part of a larger three-year study of literacy play as mediated discourse. Through princess play, children enacted femininities and masculinities and negotiated character roles with peers in ways that enforced and contested gender expectations circulated in media marketing and enacted in play groups. Findings indicate that doll play is a productive pedagogy for mediating gendered identity texts circulating through global media and for creat...
61 citations
Cites background from "The archaeology of knowledge"
...Language actively constitutes social subjects (Foucault, 1972), making particular subject positions available or unavailable to individuals; in this case, discourses of consumerism and girlhood at the global level and the children‟s play practices at the local level...
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...Language actively constitutes social subjects (Foucault, 1972), making particular subject positions available or unavailable to individuals; in this case, discourses of consumerism and girlhood at the global level and the children‟s play practices at the local level constituted the situated…...
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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