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Book Chapter•DOI•

The archaeology of knowledge

Gary Gutting
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
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Journal Article•DOI•
Vygotsky’s sociocultural theory in the context of globalization

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Simon Marginson1, Thi Kim Anh Dang2•
Institute of Education1, Monash University2
02 Jan 2017-Asia Pacific Journal of Education
TL;DR: The authors reviewed the social-educational theorization of the early Soviet psychologist L. S. Vygotsky (1896-1934) in the light of the impact of communicative globalization in educational practice.
Abstract: The article reviews the social-educational theorization of the early Soviet psychologist L. S. Vygotsky (1896–1934) in the light of the impact of communicative globalization in educational practice. Vygotsky proposed four “genetic domains” for investigating higher cognitive processes: the phylogenetic (humans undergoing natural evolution), the cultural-historical (social activity of humans), the ontogenetic (individual lifespan), and the microgenetic (immediate events). Vygotskian sociocultural theory is widely used in educational research, especially Vygotsky’s notion of mediated development via tools and signs. Since Vygotsky, communicative globalization has transformed educational potentials. Nevertheless, provided adjustments are made to Vygotsky’s genetic method to incorporate time-space compression, the mutual presence of the genetic domains, and the glonacal heuristic, Vygotskian theory continues to be useful in socially-situated investigations of educational development and transformation, and opens another way into the global, for example investigation of the role of global mediation in learning.

60 citations

Journal Article•DOI•
Teenage Girls and Cellular Phones: Discourses of Independence, Safety and ‘Rebellion’

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Rachel Campbell
16 Aug 2006-Journal of Youth Studies
TL;DR: In this paper, a unique analysis of the use of cellular phones by teenage girls is presented, which incorporates both the idealization of use presented in advertising images and the lived experiences of teenage girls.
Abstract: The experience of youth, the impact of technology, and the assumptions of gender are experienced as natural by most individuals—as if due solely to biology or progress. Yet, as scholars have effectively demonstrated, social processes that are culturally and historically relative have a critical role in shaping our lived experiences. This paper will continue to build upon the examination of social construction through a unique analysis of the use of cellular phones by teenage girls that incorporates both the idealization of use presented in advertising images and the lived experiences of teenage girls. The functioning of three primary discourses will be outlined: the media discourse that emphasizes image and independence; the parental discourse that focuses upon danger and safety; and the youth discourse that highlights self-determination and sociability. Current advertising, it will be shown, is picking up on what adolescents today want: style, friendships, and individuality. For the young women interview...

60 citations

Dissertation•
Engaging spaces: innovative learning environments, pedagogies and student engagement in the middle years of school

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Benjamin Cleveland
01 Jan 2011
TL;DR: In this paper, the authors present a survey of terms for the purposes of this study and define a set of terms to be used for the purpose of the study. But they do not define terms for each of the terms.
Abstract: ...........................................................................................................................................i Declaration .....................................................................................................................................iii Preface ........................................................................................................................................... iv Acknowledgements ........................................................................................................................v Table of contents ......................................................................................................................... vii List of tables ................................................................................................................................ xiii List of figures .............................................................................................................................. xiv Definition of terms for the purposes of this study ................................................................. xvii Chapter 1: Introduction ..................................................................................................................

60 citations

Cites background from "The archaeology of knowledge"

  • ...In keeping with the critical epistemological position that informed the study, the following domains/disciplines were explored and ultimately provided lenses through which to analyse and interpret the field data: critical pedagogy (Freire, 1970; 1973; Giroux, 1985); critical theory of space (Soja, 1989); critical human geography (Foucault, 1972; Lefebvre, 1991; Lees, 2001; Fisher, 2002; Hirst, 2005); social meanings of space (Bailey, 1975); behaviour settings theory (Barker, 1968); complexity theory (Heylighen, Cilliers & Gershenson, 2007); and complex...

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The performativity of food packaging: market devices, waste crisis and recycling.

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G. Hawkins, David M. Evans, H. Campbell, A. Murcott
01 Jan 2013
TL;DR: In this paper, a performative analysis of food packaging is presented, focusing on how packaging becomes implicated in producing ontological effects: that is, how it brings new realities and practices into being that have socially binding effects.
Abstract: Packaging is central to the economic and cultural organization of food. This mundane material has become fundamental to extending shelf life, brand strategies, the qualities of food and more. From the early twentieth century, packaging has unarguably functioned as a market device, helping to assemble and extend food markets and transforming consumer practices. Over that century, packaging also became a major source of solid waste: filling up landfills, littering streets and clogging waterways around the world. The rise of the waste crisis in urban governance from the mid-1960s has been directly connected to the proliferation of food packaging. This paper takes the stuff of food packaging seriously. Here, I seek to understand its activity as both a market device and major waste problem, and aim to develop an analysis attentive to packaging's performative agency. Rather than see packaging as a passive instrument of economic processes or as an environmental problem, my focus is on how it is enrolled and performs in different arrangements, and also how it acquires the capacity to affect those arrangements in specific ways. A performative analysis focuses on how packaging becomes implicated in producing ontological effects: that is, how it brings new realities and practices into being that have socially binding effects.

60 citations

Cites background from "The archaeology of knowledge"

  • ...As Foucault (2002) reminds us, discourse creates its own object: in this instance a variety of discourses from very different sectors coalesced around the idea that cities were facing a waste crisis and the ever-accumulating presence of food packaging was a significant cause.(3) Three key discourses were involved in enacting the counter-performativity of packaging waste as a serious problem and in making household recycling ‘thinkable’. The first, in the 1960s, came from various environmental movements that emerged to contest the impacts of rapid economic growth on nature. These movements initially targeted industrial pollution and its contaminating effects on environments, urban air quality and similar issues. The key political effects of this discourse were increased regulations and restrictions on industry in the name of environmental protection. In this way, ‘the environment’ emerged as a field separate from humans and vulnerable to exploitation and destruction (Castree and Braun, 2001). The second parallel discourse emerging at around the same time focused on the post-war rise of cultures of consumption and the problem of abundance. Vance Packard’s 1963 book The Waste Makers is often cited as a key source of this critique. Packard exposed consumption to sweeping moral condemnation – and central to this was his depiction of shoppers as too easily seduced by the cult of the new and too ready to discard perfectly useful things. Hedonism and material abundance, evident in homes groaning with ‘stuff’, had produced a population blind to the effects of self-indulgent, conspicuous consumption (Hawkins, 2006: 101). Finally, a ‘waste crisis’ facing cities was specifically identified. As Melosi (1981) and Strasser (1999) have shown, the affluent society of the post-World War II period generated an overwhelming volume of waste in most developed economies....

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  • ...As Foucault (2002) reminds us, discourse creates its own object: in this instance a variety of discourses from very different sectors coalesced around the idea that cities were facing a waste crisis and the ever-accumulating presence of food packaging was a significant cause....

    [...]

  • ...As Foucault (2002) reminds us, discourse creates its own object: in this instance a variety of discourses from very different sectors coalesced around the idea that cities were facing a waste crisis and the ever-accumulating presence of food packaging was a significant cause.3 Three key discourses…...

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Journal Article•DOI•
Non-discursive knowledge and the construction of identity. Potters, potting and performance at the bronze age tell of Százhalombatta, Hungary

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Sandy Budden, Joanna Sofaer
01 Jun 2009-Cambridge Archaeological Journal
TL;DR: In this article, the authors explore the relationship between the making of things and making of people at the Bronze Age tell at Szazhalombatta, Hungary and explore how the performance of non-discursive knowledge was critical to the construction of social categories.
Abstract: This article explores the relationship between the making of things and the making of people at the Bronze Age tell at Szazhalombatta, Hungary. Focusing on potters and potting, we explore how the performance of non-discursive knowledge was critical to the construction of social categories. Potters literally came into being as potters through repeated bodily enactment of potting skills. Potters also gained their identity in the social sphere through the connection between their potting performance and their audience. We trace degrees of skill in the ceramic record to reveal the material articulation of non-discursive knowledge and consider the ramifications of the differential acquisition of non-discursive knowledge for the expression of different kinds of potter's identities. The creation of potters as a social category was essential to the ongoing creation of specific forms of material culture. We examine the implications of altered potters' performances and the role of non-discursive knowledge in the construction of social models of the Bronze Age

60 citations

Cites background from "The archaeology of knowledge"

  • ...Archaeologists often tend to describe social relations in terms of discursive knowledge, defined by Foucault (1969) as the symbolic, cognitive and abstract, and often clearly articulated in archaeological writing through, for example, ideas about material culture as text, symbolism and iconography…...

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  • ...Discursive knowledge is the ‘top down’ scale exemplified by Foucault’s use of the discursive to think about overarching social institutions (Foucault 1969)....

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References
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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
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

Journal Article•DOI•
A set of principles for conducting and evaluating interpretive field studies in information systems

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Heinz K. Klein1, Michael D. Myers•
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.
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•
Sorting Things Out: Classification and Its Consequences

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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.
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

Journal Article•DOI•
On Two Metaphors for Learning and the Dangers of Choosing Just One

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Anna Sfard1•
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.
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

Journal Article•DOI•
Generating Research Questions Through Problematization

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Matas Alvesson1, Jörgen Sandberg1•
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.
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

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Science in archaeology : an agenda for the future

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01 Jan 1998
J. Bayley, G. J. Wainwright
Archaeology in the making

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01 Jan 1976
P. E. Cleator
Archaeology, the basics

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