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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Dissertation•
01 Dec 2018
TL;DR: This article explored the experience of an international body of trade unionists who completed the MA in international labour and trade union studies (ILTUS) at Ruskin College, Oxford between 2006 and 2016.
Abstract: The global restructuring of the capitalist political economy of work has catalysed an existential crisis of trade unionism. The search for ways in which to renew and revitalise organised labour is the most urgent task of the global trade union movement.
In doing so however, this thesis asks firstly, when developing strategies for trade union renewal what role does learning and knowledge production play? Secondly it asks, how is that learning and knowledge gained through social action made material? The former question lays at the heart of this thesis investigation. The latter is a significant reflection of its findings.
This thesis explores the experience of an international body of trade unionists who completed the MA in international labour and trade union studies (ILTUS) at Ruskin College, Oxford between 2006 and 2016. The MA aimed to address the need for the renewal of organised labour, and exemplified Ruskin’s historical role in assisting trade unions internationally in addressing the ‘conditions for change’.
The thesis builds upon and expands in significant, original ways existing scholarship in the field of trade union education. It rests upon traditions of informal learning and knowledge production across social movement literature, which in turn is embedded in radical adult pedagogy including that of Freire and Gramsci.
Methodologically, the thesis applied a critical educational research approach to explore the impact of the MA learning experience. In doing so it involved students in a modified form of the co-production of research design. The research sought to explore degrees of transformation and agential outcomes as a result of MA radical pedagogic and curricula processes. This was supplemented by learner’s own critical reflexive analysis of impact on their movement practice. As such, the thesis applied the theoretical framework of renewal actor to analyse findings.
The findings of the thesis are based on empirical research comprising interviews with a purposive sample of current students and alumni. This methodological approach was allied to an online survey which was completed by the majority of those who enrolled on the MA.
The thesis finds that learners account for their experience of the MA in ways which reflect their embodied sense of trade union activism: that identity, consciousness and knowledge accrue as a result of informal learning undertaken through trade union struggle. Thus, a wholly original grounded theory of embodied activism forms the basis upon which findings attune to the renewal actor proposition. Findings however, move far beyond this proposition in epistemological and ontological terms to generate original grounded theories of knowing and being.
The thesis asserts that knowledge production processes and outcomes of MA learners mirror that of actors within allied social movements. As such findings argue for an education for renewal that draws on MA pedagogy to refresh trade union educational methodologies. This lays the basis for a more coherent set of relations with a wider of body of movements as part of an allied agenda for radical social change in the 21st century, and as means to achieve trade union renewal.
57 citations
Dissertation•
01 Jan 2014
TL;DR: In this paper, the authors focus on the usage of the term storytelling with regard to jazz improvisation, and their analysis of the empirical study, which consists of qualitative interviews with fifteen jazz musicians as well as of relevant previous writings is carried out by means of a broad inclusionist hermeneutic approach.
Abstract: The phenomenon of intermedial conceptual loans is central to our understanding of the time-based arts. This thesis focuses on the usage of the term storytelling with regard to jazz improvisation. The aim of the investigation is to clarify how this concept is used by Swedish jazz practitioners. The framework of the study includes theories of narrativity and of metaphor as well as educational and sociological perspectives. The study aims at an exploration of a multivariety of perspectives. Accordingly, the analysis of the empirical study – which consists of qualitative interviews with fifteen jazz musicians – as well as of relevant previous writings is carried out by means of a broad inclusionist hermeneutic approach. Throughout the multitude of issues thus explored, qualities of openness, wholeness, and listening stand out as crucial to jazz improvisation and to musicians' understanding of it as 'storytelling'. The quality of temporality permeates any improvisational activity; the results of the study are structured in accordance with this perspective. The study points to several implications of the usage of the concept storytelling regarding jazz improvisation. From a theoretical point of view, the results exemplify the bidirectional function and relevance of rich intermedial metaphoricity on a conceptual level. Artistic implications of the usage of 'storytelling' in jazz contexts include the dynamics between structural and communicative aspects of the music, as well as the dynamics of different kinds of authenticity: on one hand, authenticity regarding the tradition in which the improviser is situated; on the other, authenticity regarding the improviser's own individuality. With regard to educational issues, the multivariety of required artistic skills in the improviser arguably calls for a rich learning ecology framework including collective, experiential, and exploratory approaches to improvisation. From a sociological point of view, the storytelling metaphor is shown to function as a kind of exclusionist counterdiscourse employed by an older generation of musicians against a younger one, by an autodidactic musical culture against an educationalist one, or by advocates of authenticity against technical proficiency. In conclusion, the concept storytelling as a rich intermedial metaphor is shown to be significant to the practice and reflection of performing artists through its ability to mediate holistic views of what is considered to be of crucial importance in artistic practice, analysis, and education. (Less)
57 citations
TL;DR: The Management Accounting and Decision Making: Two Case Studies explore the production and use of accounting information in complex and strategic significant decision settings as discussed by the authors, and draw on two case studies to explore the relationship between accounting and decision making.
57 citations
Additional excerpts
...…way, the study differs from the dominating organisational and sociological perspectives of accounting rooted in system theory (March, 1962; Cyert & March, 1963; Pfeffer & Salancik, 1974), structuration theory (Foucault, 1969; Bourdieu, 1990; Giddens, 2013) and actor network theory (Latour, 1987)....
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TL;DR: In this article, a qualitative study of three urban Catholic elementary schools serving marginalized students illustrates how select Catholic schools are breaking the grammar of Catholic schooling by practicing social teaching (CST).
Abstract: A “grammar of Catholic schooling” inhibits many elementary and secondary Catholic schools from reflecting on how they practice Catholic Social Teaching (CST). The values of human dignity, the common good and a preferential option for the marginalized are central to CST. Schools can live these values by serving children who live in poverty, are racial, ethnic, and linguistic minorities, or have disabilities. This article demonstrates how a grammar of Catholic schooling has allowed Catholic schools to fall into recruitment and retention patterns antithetical to CST. Drawing upon a multicase, qualitative study of three urban Catholic elementary schools serving marginalized students, the article illustrates how select Catholic schools are breaking the grammar of Catholic schooling by practicing CST. Implications for research and practice are discussed.
56 citations
TL;DR: The authors seek to clarify the origins of each, identify the similarities and differences between them, and delineate the types of teaching and assessment methods that fit with critical reflection and/or critical reflexivity.
Abstract: As a field, health professions education (HPE) has begun to answer calls to draw on social sciences and humanities (SS&H) knowledge and approaches for curricular content, design, and pedagogy. Two commonly used SS&H concepts in HPE are critical reflection and critical reflexivity. But these are often conflated, misunderstood, and misapplied. Improved clarity of these concepts may positively affect both the education and practice of health professionals. Thus, the authors seek to clarify the origins of each, identify the similarities and differences between them, and delineate the types of teaching and assessment methods that fit with critical reflection and/or critical reflexivity. Common to both concepts is an ultimate goal of social improvement. Key differences include the material emphasis of critical reflection and the discursive emphasis of critical reflexivity. These similarities and differences result in some different and some similar teaching and assessment approaches, which are highlighted through examples. The authors stress that all scientific and social scientific concepts and methods imported into HPE must be subject to continued scrutiny both from within their originating disciplines and in HPE. This continued questioning is core to the ongoing development of the HPE field and also to health professionals' thinking and practice.
56 citations
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