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: There are many different types of discourse analysis and many different ways in which discourse analysis has been deployed as discussed by the authors, and it is argued that discourse analysis should proceed by recognizing that all texts are produced intertext.
Abstract: Increasing numbers of researchers in the field of tourism studies are using discourse analysis as a means of critical investigation when faced with qualitative or textual forms of data, such as written documents, or visual materials such as photographs and brochures. Such data is often representative of how a group of people have made sense of and reflected on their own world and that of others. However, there are many different types of discourse analysis and many different ways in which discourse analysis has been deployed. This paper reviews the attempts of tourism scholars so far and argues that many researchers have utilized discourse analysis in an eclectic fashion. The paper thus differentiates between content analysis, simple textual analysis, semiotic analysis and post-structuralist forms of discourse analysis in order to provide a framework for other tourism researchers to use. In particular, it is argued that discourse analysis should proceed by recognizing that all texts are produced intertext...
101 citations
TL;DR: In this article, an approach to the analysis of discursive intercontextuality is advanced through theories of space-time production, and the management of multiple contexts within school-related discourse is argued to be an important means of discursively producing identity, agency, and power relations.
Abstract: Contexts of school-related discourse are not static backgrounds; rather, contexts are produced, negotiated, and hybridized within the flow of dialogue. In this study, an approach to the analysis of discursive intercontextuality is advanced through theories of space-time production. In addition, the management of multiple contexts within school-related discourse is argued to be an important means of discursively producing identity, agency, and power relations. Data are drawn from an ethnographic and discourse-based study of students and sponsors on an extended school field trip. Drawing upon Bakhtin, the first part of the analysis compares the production and hybridization of space-time in two segments of pedagogical discourse. Whereas one segment suggests the imaginative possibilities of discourse to expand identity across hybridized contexts, another segment suggests how school contexts are bracketed and privileged. The analysis turns to work in conceptual integration networks for a method of closely anal...
100 citations
TL;DR: The Management & Organizational History (MOH) journal as discussed by the authors is devoted to history and is a journal dedicated to the history of business history and organizational studies. But it is not a journal devoted to business history.
Abstract: What justification is there for a new organizational journal devoted to history? First, it is to be hoped that a contribution can be made in creating dialogue between the poorly connected fields of business history and organization studies. Secondly, Management & Organizational History can stimulate awareness within organization studies of the mainstream importance of historical perspective to theoretical understanding. This will require nurturing a community of practice within which historiography is actively debated and taught. The 'organizational culture movement' of the 1980s is offered as an example for comparison.
100 citations
TL;DR: The strategies employed by women to make sense of, and come to terms with, their experience of miscarriage are explored, employing a typology of pre-modern, modern and postmodern responses.
Abstract: This paper explores the special nature of bereavement in the case of first trimester miscarriage. It is theoretically informed by the sociological literature concerning death and bereavement and is empirically grounded in interviews with 79 women. We argue that the 'scientisation of death' in modern societies contributes to the uncertainty and isolation which distinguish early miscarriage as a unique form of loss. In the absence of clear cultural scripts to draw upon, many women interviewed gave meaning to their loss as 'what might have been' or what we call 'the loss of possibility'. Some women juxtaposed the failure of their pregnancy with that of modern medicine either to prevent the loss or provide a credible explanation for their miscarriage. Little research has been conducted in this area, since the pioneering work of Lovell (1983) and Cecil (1984). Our research draws on one of the largest and most systematic bodies of data ever collected on early miscarriage, and provides continued evidence of the traumas of miscarriage. The strategies employed by women to make sense of, and come to terms with, their experience of miscarriage are explored, employing a typology of pre-modern, modern and postmodern responses.
100 citations
TL;DR: The authors argue that an interpretive approach is mere common sense, focusing on beliefs or discourses, not actions or practices, ignoring concepts of social structure, and seeking to understand actions and practices, not to explain them.
Abstract: An interpretive approach to political science provides accounts of actions and practices that are interpretations of interpretations. We develop this argument using the idea of ‘situated agency’. There are many common criticisms of such an approach. This paper focuses on nine: that an interpretive approach is mere common sense; that it focuses on beliefs or discourses, not actions or practices; that it ignores concepts of social structure; that it seeks to understand actions and practices, not to explain them; that it is concerned exclusively with qualitative techniques of data generation; that it must accept actors' own accounts of their beliefs; that it is insensitive to the ways in which power constitutes beliefs; that it is incapable of producing policy-relevant knowledge; and that it is incapable of producing objective knowledge. We show that the criticisms rest on both misconceptions about an interpretive approach and misplaced beliefs in the false idols of hard data and rigorous methods.
99 citations