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....
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...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....
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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: Cho et al. as discussed by the authors conducted an ethnographic study at a weekend Japanese-language school in the United States, where they illustrate contestations among administrators, students, and parents regarding the legitimacy of two types of Japanese heritage-language program and diverse subjectivities of the students.
Abstract: Researchers have shown that the maintenance of a minority language has positive effects on the minority students' view of self, educational attainment, and career opportunities (Cho 2000; Wright and Taylor 1995). In the research for this article, however, we found that such a focus on the effects of heritage-language education on the students is of limited usefulness in analyzing the complex processes of heritage-language education. Based on our ethnographic study at a weekend Japanese-language school in the United States, we illustrate contestations among administrators, students, and parents regarding the legitimacy of two types of Japanese heritage-language program and diverse subjectivities of heritage-language students that are causes and effects of such contestations. We suggest approaching heritage-language education not merely as an effort to enhance awareness of one's heritage or an instruction in language but also as a schooling process in which legitimacy of the knowledge and ways to achieve it...
40 citations
Dissertation•
01 Jan 2012
TL;DR: In this paper, an abductive method grounded in Peircean pragmatism is used and a methodological framework is developed from existing research theory specifically for the study of thought-ecologies.
Abstract: The discipline of sustainability theory now represents a mature and established discourse. Significant sustainability discussions will be occurring at this moment in many locations. These discussions may potentially enact decisions impacting on our local and collective futures. This dissertation is prompted by observations, over many years and in diverse forums, of how the quality of coillective thought in such discussions sets the potential for societal developments. This research responds to the specific situation where in intelligent, informed, significant, well-planned and representative sustainability forums the complexity of questions faced may exceed our collective capacity to discover viable sustainability solutions.
The initiating question of this research was: What is a means by which to disclose the capacity for thought in human social systems? This dissertation examines the parameters for the depiction of the dynamic capacity of thought ecologies. The proposition developed is for the use of "conceptions' as a unit of observation. The approach operates much like the use of the organism in the study of complex ecologies in ecological systems theory. A novel contribution is in the discovery of how an ecology of thought requires from us some distinctly different assumptions. This research extends knowledge from the fields of psychology, sociology, ecology and systems theory by a structured multi-disciplinary approach.
An abductive method grounded in Peircean pragmatism is used and a methodological framework is developed from existing research theory specifically for the study of thought-ecologies. The framework comprises nine inquiry phases that build sequentially toward a hypothesis. This sequence of abductive inquiries provides a discrete structure to and methodological rigor for each inquiry phase. The relevant theory, method design, emphasis selection, and research outcomes are set out for each inquiry in separate chapters, with each chapter using a consistent structure. In summary, the appropriate location for observation is selected using the example of sustainability theory (Chapter One). Conceptual feasibility is established by detecting phenomena from conceptions of health (Chapter Two). Primary propositions are developed from an analogical isomorph in neurobiological autopoiesis theory (Chapter Three). Three inter-related hypotheses are proposed for systems of conceptions (Chapter Four). The viability of the hypotheses is confirmed using five criteria from a panarchy analysis (Chapter Five). Definitions are formulated for the key dimensions proposed (Chapter Six). A comparison of existing measurement modalities provides the criteria for a measurement system (Chapter Seven). The approach to modeling n-dimensional hypervolumes for systems of conceptions is demonstrated (Chapter Eight). The proposed hypothesis is appraised on principles of explanatory coherence and pragmatism (Chapter Nine). This dissertation concludes with an integrative reflection (Chapter Ten).
The result of this research is to provide a theoretical basis for the depiction of systems of conceptions. The practical outcome achieved is the ability to observe the capacities of thought-ecologies by their depiction in three-dimensions. The significance of the research is to enable forms of social learning to enhance present and future capacities for sustainability thinking.
40 citations
TL;DR: In this paper, Foucault's life-long involvement with transgressive experiences was interpreted as an art of not being oneself, an effort to escape identity and become other, an attempt to escape subjectivity.
Abstract: This article interprets Foucault's life-long involvement with transgressive experiences as an art of not being oneself, an effort to escape identity and become other. By bringing together Foucault's own theoretical practices with those drawn from Deleuze and Blanchot, and linking these with biographical material (modes of existence), I show how Foucault's `encounters' with passion and pleasure in film, philosophy, S/M, drugs, the Greeks and suicide amount to an `art of living', an intensification of the power to affect oneself and others in processes of `subjectivation', creating new possibilities of life. This is what Foucault more precisely called an `ethics' - an immanent ethics in which one becomes worthy of what happens to oneself by becoming a work of art.
40 citations
TL;DR: This article examined the shifts, developments and omissions in the use of poststructural theoretical frameworks and methodologies in comparative education in the period 1991-1999 and provided a constructive contribution to the debates about the future directions of comparative education.
Abstract: Various authors have charted the changing and intertwined emphases in comparative education over the last four decades, including modernisation and development, socially critical and neo-Marxist perspectives, and ethnography and phenomenology. Ideas from postpositivist thinking—postmodernism, poststructuralism, and postcolonialism—have been particularly challenging to comparative education, because they disrupt the power structures that imbue much of comparative education and challenge the metanarratives of progress, modernity, dominance and subordination that have been the life blood of the major sets of ideas in the field. In order to examine in part the way in which comparative education is opening itself up to these challenging paradigms, we examine the shifts, developments and omissions in the use of poststructural theoretical frameworks and methodologies in comparative education in the period 1991–1999 and provide a constructive contribution to the debates about the future directions of comparative ...
40 citations
TL;DR: In this paper, the authors examine how the administration of a multiracial, working-class high school in Durban, South Africa produces "white" in an era of political and social transition.
Abstract: As a social and cultural phenomenon, race is continually remade within changing circumstances and is constructed and located, in part, in institutions’ pedagogical practices and discourses. In this article I examine how the administration of a multiracial, working-class high school in Durban, South Africa produces “white” in an era of political and social transition.As the population of Fernwood High School (a pseudonym) shifts from majority white working class to black working class, the school administration strives to reposition the school as “white,” despite its predominantly black student population. This whiteness is not only a carryover from the apartheid era, but is actively produced within a new set of circumstances. Using the discourses and practices of sports and standards, the school administration attempts to create a whiteness that separates the school from the newly democratic nation-state of South Africa. Despite students’ and some staff’s general complacency and outright resistanc...
40 citations