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: Within recent feminist theorizing the significance of social location has been overestimated, while the power of argument has been underestimated as mentioned in this paper, and we do not need to retreat to notions of "story-tel...
Abstract: Within recent feminist theorizing the significance of social location has been overestimated, while the power of argument has been underestimated. We do not need to retreat to notions of ‘story-tel...
56 citations
TL;DR: In this paper, the authors reveal that while social democratic liberalism as a dominant ideology was continuously reaffirmed in UNESCO's lifelong learning policy texts during the period, neoliberal stances were also subtly accommodated and radical social democrats' ideas missing in its recent LLL policy texts.
Abstract: Although the lifelong learning policy of the United Nations Educational, Scientific, and Cultural Organisation (UNESCO) has had a unique impact on international discussions over the last four decades, little historical research has revealed the ideological influences at work within UNESCO's lifelong learning policy texts. With this in mind, this paper exposes the authoritative and marginal ideological influences within UNESCO's lifelong learning policy during the period between the 1990s and the early 2000s. Specifically, this research's analysis reveals that while social democratic liberalism as a dominant ideology was continuously reaffirmed in UNESCO's lifelong learning policy texts during the period, neoliberal stances were also subtly accommodated and radical social democrats' ideas missing in its recent lifelong learning policy texts. Furthermore, UNESCO's lifelong learning was fallaciously critiqued as being opposed to another global development agendum, education for all (EFA). Implications for re...
56 citations
Cites background from "The archaeology of knowledge"
...The Delors Report’s lifelong learning policy discourse may bear some neoliberal traces, then, but it is, as Foucault (1972) might say, rule-governed by the discourse of social democratic liberalism....
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01 Sep 2008
TL;DR: The ideology of independence lies at the very core of the marketing agenda as discussed by the authors, and the right to be independent and to be free is at the heart of the free market ideology.
Abstract: The ideology of independence lies at the very core of the marketing agenda. For the free market to operate as a legitimate means of social organization, the right to be independent and to be free t...
56 citations
Cites background from "The archaeology of knowledge"
...This hegemonic bond is expected where discourses of power unavoidably act to locate subjects (e.g. the traveller) within normalized ‘ways of knowing’ and ‘ways of being’ (Chiapello and Fairclough, 2002; Foucault, 1972; Ibarra-Colado et al., 2006; Medved and Kirby, 2005; Thompson, 2004)....
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...Along similar lines to Moisander and Pesonen (2002) and Foucault (1972), Dobscha and Ozanne (2001) consider dominant market discourses to confine the actions, choices and identity of consumers....
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...…view reality as socially constructed (Berger and Luckmann, 1966) but specifically with those that recognize the discursive relationship between knowledge, subjectivity and power (Chiapello and Fairclough, 2002; Foucault, 1972; Ibarra-Colado et al., 2006; Medved and Kirby, 2005; Thompson, 2004)....
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TL;DR: Bourdieu's approach to sociology has been widely recognized as being innovative and his innovations can be said to have been academically incorporated to the degree of having-been-innova... as discussed by the authors.
Abstract: Pierre Bourdieu's approach to sociology has been so widely recognized as being innovative that his innovations can be said to have been academically incorporated to the degree of having-been-innova...
56 citations
Cites background from "The archaeology of knowledge"
...Nonetheless, this does not mean, according to Foucault, that one searches for a common theme or underlying consensus in texts that make up a discourse (Foucault, 1969: 170)....
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...So what the Bourdieu-Latour controversy would amount to is a kind of discourse – ‘a group of statements in so far as they belong to the same discursive formation’ (Foucault, 1969: 131)....
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...Establishing an ‘archaeology of the present’, an archaeology of the theory of the relational (which does not necessarily overlap with the discipline of sociology; compare Foucault, 1969: 196–200), remains problematic, since we are dealing with what Foucault analyses as the ‘archive’ of discourse....
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...Foucault stresses that the focus of his archaeological analysis is not an individual or a transcendental subject, and that no reference to a cogito is involved in archaeological discourse analysis (Foucault, 1969: 70, 104, 126, 129, 137–8)....
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...…(or Turgot and Quesnay, Broussais and Bichat) [or Bourdieu and Latour, WS] were talking about ‘the same thing’, by placing themselves ‘at the same level’ or at ‘the same distance’, by deploying ‘the same conceptual field’, by opposing one another on ‘the same field of battle’ (Foucault, 1969: 142)....
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TL;DR: The question of what power is has been implicitly reduced to the question of how power works as discussed by the authors, and in fact any hope of solving the latter presupposes a proper answer to the former.
Abstract: “Power” is the modal concept of politics; nevertheless, as a concept, it is significantly under-theorized This may seem an unlikely proposition, given the frequency of discussions of power; however, for decades the debate revolved mainly around empirical and operational questions, while a proper conceptual definition has rarely, if ever, been thematized The question of what power is has been implicitly reduced to the question of how power works But the two are not the same, and in fact any hope of solving the latter presupposes a proper answer to the formerI will show how most discussions of power – across political science and philosophy, from Weber to Lukes, including Dahl and Searle amongst others – are not conceptual, even when explicitly presented as such, but rather empirical and operational In fact, these discussions revolve mainly around factual implications and preconditions of power, while the presupposed concept does not vary much (with few exceptions, which are anyway untenable on their own merits) Commonly employed definitions can be reduced to a single form, which is tautological: “one has power if one can (=has the power to) do such and such” This circularity is due precisely to the shared presupposition that power is just like a phenomenon or an object, to be empirically observed To better understand the concept of power we should, instead, examine its categorial form – “power” represents not a thing, but a condition under which certain things may be done and thought – corresponding to possibility, as opposed to necessityThe best way to see this is to turn to Arendt, whose often misunderstood idea of power is the key to a proper comprehension of this basic category of politics While the link between power and communication has been a staple of Arendtean studies, it has often been reduced to normative or aspirational understandings, which tend to obscure its deeper significance It is rather the formal aspect of the concept of power which allows us to get right its categorical role in defining politics, including the crucial role of persuasion within it Some implications of this way of looking at the concept – chiefly the stark distinctions necessity/freedom and society/politics for which Arendt is still notorious – seems to be very unpalatable for current social science and political theory However, absent an adequate non-circular definition of power, this way deserves at least to be tried
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