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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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
Cites background from "The archaeology of knowledge"
...The theory of situated learning (Brown, Collins, & Duguid, 1989; Lave, 1988; Lave & Wenger, 1991), the discursive paradigm (Edwards & Potter, 1992; Foucault, 1972; Harre & Gillet, 1995), and the theory of distributed cognition (Salomon, 1993) are probably the best developed among them....
[...]
...The theory of situated learning (Brown, Collins & Duguid, 1989; Lave, 1988; Lave & Wenger, 1991), the discursive paradigm (Edwards & Potter, 1992; Foucault, 1972; Harre & Gillet, 1995), and the theory of distributed cognition (Salomon, 1993) are probably the best developed among them....
[...]
Journal Article•
TL;DR: In this paper, the authors combine the evolutionary perspective in economics with the reflexive turn from sociology to provide a richer understanding of how knowledge-based systems of innovation are shaped and reconstructed, whereas the institutional arrangements (e.g., national systems) can be expected to remain under reconstruction.
Abstract: The (neo-)evolutionary model of a Triple Helix of University-Industry-Government Relations focuses on the overlay of expectations, communications, and interactions that potentially feed back on the institutional arrangements among the carrying agencies. From this perspective, the evolutionary perspective in economics can be complemented with the reflexive turn from sociology. The combination provides a richer understanding of how knowledge-based systems of innovation are shaped and reconstructed. The communicative capacities of the carrying agents become crucial to the system's further development, whereas the institutional arrangements (e.g., national systems) can be expected to remain under reconstruction. The tension of the differentiation no longer needs to be resolved, since the network configurations are reproduced by means of translations among historically changing codes. Some methodological and epistemological implications for studying innovation systems are explicated.
1,615 citations
References
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TL;DR: In this article, a text-based analysis of British policy discourses and secondary analysis of published statistics is used to examine how problems and students are represented as social subjects. But policy targets were not met and growth has fallen since the 2010 tightening of migration policy, meaning the UK remains dependent on student demand from a few nations.
Abstract: Policies on international student mobility (ISM) have the capacity to structure both flows of students and the representations of globally mobile students through discourse. This paper draws on a text-based analysis of British policy discourses and secondary analysis of published statistics. It uses problematisation analysis to examine how problems and students are represented as social subjects. Growth in student numbers, particularly in high ranking institutions, has coincided with proactive policies over the last 20 years, suggesting that policy discourses are linked to mobility. But policy targets were not met and growth has fallen since the 2010 tightening of migration policy. Nor was the target of diversifying source countries met, meaning the UK remains dependent on student demand from a few nations. This mixed success suggests that student mobility is easily deterred by migration policy, but other policies have little impact on the nature of demand. In interaction with multiple, contradict...
43 citations
25 Mar 2016
TL;DR: Theoretical aspects of LLSC are discussed in this paper, where a critical analysis of the LLSC in N town, South Korea is presented, along with a discussion of the need for LLSC ideas in multicultural education and three different approaches.
Abstract: ........................................................................................................................ i Chapter One: Introduction to the study ...................................................... 1 1. Research backgrounds and the purpose of this study ................................................1 2. Theoretical framework of LLSC ................................................................................3 3. An investigation of LLSC ..........................................................................................4 4. Research methodologies ............................................................................................9 Chapter Two: Theoretical aspects of LLSC ............................................ 11 1. The purpose of this chapter ......................................................................................11 2. The two critical areas and LLSC .............................................................................12 2.1 Critical theory .....................................................................................................12 2.2 Critical pedagogy .................................................................................................16 2.3 Critical inquiry and LLSC ...................................................................................17 3. Thoughts of John Dewey .........................................................................................19 3.1 Dewey’s psychology ............................................................................................22 3.2 Dewey’s education ...............................................................................................22 3.3 Dewey’s philosophy.............................................................................................23 3.4 Dewey’s child-centered education and LLSC .....................................................26 4. Thoughts of Michel Foucault ...................................................................................27 4.1 Foucault’s psychology: mental and sexuality struggle ........................................32 4.2 Foucault’s philosophy: power and knowledge struggle.......................................36 4.3 Foucault’s skepticism and LLSC .........................................................................38 5. Thoughts of James Banks ........................................................................................41 5.1 Banks’ diversity and democracy ..........................................................................44 5.2 Banks’ transformation and LLSC ........................................................................46 6. Thoughts of Christine Sleeter ..................................................................................47 6.1 Sleeter’s diversity, difference and equity in education ........................................49 6.2 Sleeter’s challenge and LLSC ..............................................................................54 7. Summary of the chapter ...........................................................................................54 iv Chapter Three: The perspectives on LLSC ......................................................57 1. The purpose of this chapter ......................................................................................57 2 .Theoretical orientation of LLSC design ..................................................................57 2.1 Human rights and justice .....................................................................................59 2.2 Normalization movement.....................................................................................64 2.3 Inclusive education and the Warnock report .......................................................65 3. Aspects of ICF/ICF-CY on LLSC ...........................................................................66 4. Application of the human and socio-environmental factors on LLSC ....................72 5. Five principles of LLSC...........................................................................................76 5.1 LLSC’s theoretical perspectives: critical thinking ...............................................76 5.2 LLSC’s approach: child-centered education ........................................................78 5.3 LLSC’s framework: human and socio-environmental factors .............................79 5.4 LLSC’s future multicultural education in the school ...........................................81 5.5 LLSC’s application: stimulating dialogue the society .........................................82 6. Categorization of LLSC ..........................................................................................84 6.1 Living: identity and difference .............................................................................85 6.2 Learning: language issues and learning ...............................................................86 6.3 School Activities: curriculum, textbooks and teachers ........................................87 6.4 Community Life: role of majority and minority ..................................................87 7. A critical analysis of LLSC in N town, South Korea ..............................................88 7.1 Findings of LLSC analysis in N town..................................................................90 7.2 LLSC and Korean local sociopolitical system .....................................................94 8. LLSC design and questions of identity ....................................................................96 9. Summary of the chapter ...........................................................................................99 Chapter Four: The need for LLSC and application of LLSC .................101 1. The purpose of this chapter ....................................................................................101 2. The need for LLSC ideas in multicultural education .............................................101 3. LLSC ideas and three different approaches ...........................................................104 3.1 Socio-political approaches .................................................................................105 3.1.1 Analysis of Japanese research on LLSC .......................................................108 3.1.2 Summary of LLSC and socio-political approaches ......................................115 3.2 Educational approaches .....................................................................................115 v 3.2.1 The national curriculum in Japan ..................................................................116 3.2.2 Social studies textbooks in Japan ..................................................................117 3.2.2.1 The research subjects and data procedure ................................................119 3.2.2.2 The analysis of social studies textbooks and LLSC results .....................120 3.2.3 Multicultural aspects in teacher’s consciousness ..........................................121 3.2.3.1 LLSC results and analysis of school teacher’s beliefs ...............................122 3.2.3.2 Summary of LLSC results and teacher’s beliefs........................................124 3.2.4 Multicultural aspects in minority parent’s consciousness ...........................126 3.3 LLSC practical assessment approaches .............................................................128 3.3.1 Application of LLSC in school environment ................................................129 3.3.2 The importance of LLSC for schools............................................................129 3.3.2.1 Case study 1: Providence International Christian Academy in Guam ...131 3.3.2.2 Case study 2: University Elementary School in the State of Indiana. ...133 3.3.2.3 Case study 3: Basisschool de Springplank in the Netherlands ..............135 3.3.2.4 Summary of the three case studies and the application of LLSC ..........138 3.3.2.5 Application of LLSC handbook .............................................................139 4. Summary of the chapter .........................................................................................140 Chapter Five: Conclusion and implications ....................................................142 1. Implications of analysis of LLSC ..........................................................................142 2. Summary of the chapters .......................................................................................143 3. Summary of the major findings of LLSC in critical analysis ................................146 4. LLSC for future research .......................................................................................147 5. Toward an ending ..................................................................................................148 REFERENCES ................................................................................................................150 APPENDICES .................................................................................................................176 1. JAPANESE RESEARCH TRENDS ON LLSC ................................................................ 176 2. SOCIAL STUDIES TEXTBOOKS IN JAPAN AND SOUTH KOREA .......................... 194 3. QUESTIONNAIRE FOR SCHOOL TEACHERS IN JAPAN AND SOUTH KOREA ... 204 4. QUESTIONNAIRE FOR MINORITY FAMILIES IN THE U.S. AND JAPAN ............. 216 5. SHORT ESSAYS BY CHILDREN IN SOUTH KOREA AND JAPAN .......................... 220 6. LLSC HANDBOOK .......................................................................................................... 230
43 citations
01 Oct 2002
TL;DR: The authors examined the role of the APPRAISAL framework in history discourse and argued that different history texts have different voices, and that different combinations of these voices are drawn on to negotiate the heteroglossic positions of their audiences.
Abstract: ‘The individual consumer, the learner of history, is offered an impressive array of discursive products geared to catch his or her attention, to persuade him or her of the truth of whatever message is transmitted’ (Blanco and
Rosa 1997: 197. In this article I examine these discursive products from the perspective of ‘voice’. I do this as a way of bringing to conscious attention the strategies that historians use in order to persuade and position the ‘consumer’. ‘Voice’ in recent systemic linguistic theorizing refers to distinctive configurations of APPRAISAL choices. Within the domain of history, research to date has identified three main configurations or
voices—‘recorder’, ‘interpreter’, and ‘adjudicator’.
Central to the research reported on in this article is Martin’s APPRAISAL framework (Martin 1997, 2000). APPRAISAL
1 systems are the semantic resources used to negotiate emotions, judgments, and valuations. In this article I will examine how choices from these systems vary in ways that are systematic — different history texts speak with different ‘voices’. These voices, I argue, are a key rhetorical strategy in history discourse. Different combinations of APPRAISAL resources are drawn on to negotiate the heteroglossic positions of their audiences. As such they are a key resource for both the professional and apprentice historian in their assessment of
interpretations of the past.
43 citations
TL;DR: Euthanasia is examined as a script for how people think, feel, and act at the end of Dutch life, attempting to answer the question: What are Dutch people talking about when they talk about euthanasia.
Abstract: Euthanasia in the Netherlands, which has been legal since 1984, is often talked about; yet, only rarely does it culminate in a euthanasia death. In 2001, for example, only 1 in 10 of those who initiated a request for euthanasia with their physician died a euthanasia death. Using data gathered during a 15-month ethnographic study with general practitioners, families, and patients, this article explores the practice of euthanasia, a practice based mainly in talk. Applying a Foucauldian concept of discourse, I will examine euthanasia as a script for how people think, feel, and act at the end of Dutch life, attempting to answer the question: What are Dutch people talking about when they talk about euthanasia? This article is intended to provide ethnographic data not currently available on the modern-day practice of euthanasia and to add to a growing body of literature on death, dying, and the role of the state.
43 citations
TL;DR: Content analysis revealed ten important issues that influenced women's treatment-seeking decisions: associating symptoms with non-cardiac causes, minimizing symptoms, experiencing non-classic symptoms, mass media portrayal, male family member experience, knowledge deficit, family insistence, experiencing increased pain, and having expectations different from realities.
Abstract: Women who experience symptoms of an acute myocardial infarction (MI) are less likely than men to seek medical attention after the onset of initial symptoms. The purpose of this study was to facilitate a better understanding of the treatment-seeking decisions of women who seek emergency evaluation for symptoms suggestive of MI. A qualitative, semi-structured, feminist, post structuralist interview approach was used to explore the treatment-seeking decisions of ten women hospitalized for a MI. The oral descriptions were tape-recorded, transcribed verbatim, and analyzed using the Morse and Field method. Content analysis revealed ten important issues that influenced women's treatment-seeking decisions: associating symptoms with non-cardiac causes, minimizing symptoms, experiencing non-classic symptoms, mass media portrayal, male family member experience, knowledge deficit, family insistence, experiencing increased pain, experiencing difficulty breathing, and having expectations different from realities. Based on their language and subjectivity, participants revealed the power of the meaning of heart disease on treatment-seeking decisions.
43 citations