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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01 Jan 2019
TL;DR: In this article, the body has been and continues to be gender-constructed in UK physical education, and the notion of gender as performativity is paramount in the pedagogy and practice of physical education.
Abstract: Physical education has the potential to be an empowering arena for young women in that they have the opportunity to resist many of the dominant discourses in relation to femininity and gender. However, many girls and young women choose not to pursue physical activity beyond the school context, since they feel alienated by the pedagogy and practice within physical education. Using a feminist framework that draws on four key perspectives, this paper explores ways in which the body has been and continues to be gender-constructed in UK physical education. By revisiting various historical happenings and issues it exposes the prevalence of discourses in relation to the body and gender, illuminating how they persist even in contemporary physical education. Indeed, the paper proposes that gender discourses remain entrenched in much of the pedagogy and practice of the discipline. This is due to societal structures that have a vested interest in maintaining divisions between gender and sex, and promoting notions of normativity in relation to what constitutes female or male, and their respective roles. Reconceptualisation of longstanding gendered practice in this school subject is proposed by drawing on the poststructuralist feminist perspective in which the notion of gender as performativity is paramount. Utilising such a theoretical framework can help to challenge orthodox gender constructions of the body both within and beyond the physical education context. Key wordsPhysical education, discourse, gender, govern, body, corporeal, feminist, feminine, normativity. Appendix B: Publications resulting from the Research
36 citations
TL;DR: The tactile book on the Parthenon Frieze for the visually impaired that has recently been produced by the British Museum as discussed by the authors provides an optical prosthesis that allows the hand to extend into an otherwise visual space.
Abstract: This article looks at a quite different form of mediation, a tactile book on the Parthenon Frieze for the visually impaired that has recently been produced by the British Museum. As a material expression of the current concern with equal opportunities and access within the museum sector, this book attempts to provide a form of access through an artefact to another set of artefacts (the sculptures themselves) for a group of people on the margins of the museum's visual space. Conscious of the conservational problems of allowing objects to be touched directly, the book provides an optical prosthesis that allows the hand to extend into an otherwise visual space. But as a form of mediation the book reproduces the representational codes of Enlightenment scopics, in which the view point is reduced to the optics of the subject. In contrast, Hetherington argues that the body of the visually impaired person, notably the hand, offers another and quite different form of mediation in which the body, through its haptic capacities, comes to challenge (stop) this correspondence between the optic and the scopic. Associating instead the haptic with the scopic opens up the possibility with a new form of connection with the sign's materiality and performativity.
36 citations
TL;DR: In this paper, the authors start from the premise that, for all its diverse ideals and technical bases, the core of planning is an ability to favourably influence collective spatial concerns, and the location of pr...
Abstract: This article starts from the premise that, for all its diverse ideals and technical bases, the core of planning is an ability to favourably influence collective spatial concerns. The location of pr...
36 citations
TL;DR: Foucault's studies of power/knowledge relations provide an alternative methodology for the study of knowledge and organizing, namely the genealogy, which challenges the unitary sciences and emphasises the concrete, independent and contextual character of knowledges.
36 citations
TL;DR: In this paper, the authors report on research conducted to probe learners' responses to a science curriculum informed by social and critical constructivist principles, and discuss the possible implications of such curricula for science education.
Abstract: Background: The introduction of a new National Curriculum in post-apartheid South Africa heralded a different approach in education. This curriculum not only advocated the development of knowledge and skills, but also emphasised education for democracy and citizenship. It seeks to balance central control (and a single curriculum) with local design, by requiring educators to design curricula according to central guidelines and set outcomes. A science curriculum informed by principles of social, as well as critical constructivism, is more likely to meet the criteria as set out by policy makers. Purpose: The article reports on research conducted to probe learners' responses to a science curriculum informed by social and critical constructivist principles, and discusses the possible implications of such curricula for science education. Sample: A grade 6 class of 45 isiXhosa-speaking learners from a former black township in the Western Cape of South Africa were purposely selected for the case study. Participan...
36 citations