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Book ChapterDOI

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.
Citations
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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

Journal ArticleDOI
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

Journal ArticleDOI
Anna Sfard1
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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Journal ArticleDOI
TL;DR: In this paper, the authors define collective identities as the totality of such narratives and draw attention to their complex, and often fragmented and heterogeneous nature, and propose a conceptual model for theorizing and researching collective identities.
Abstract: From a narrative perspective, organizations' identities are discursive (linguistic) constructs constituted by the multiple identity-relevant narratives that their participants author about them, and which feature, for example, in documents, conversations and electronic media. By defining collective identities as the totality of such narratives I draw attention to their complex, and often fragmented and heterogeneous nature. My approach contrasts with much of the theorizing in this field which has tended to homogenize collective identities by emphasizing what is common or shared, failed to capture the interplay between different communities within organizations, and produced bland, undifferentiated empirical research. In particular, the theoretical framework that I outline focuses attention on the importance of reflexivity, voice, plurivocity, temporality, and fictionality to an understanding of collective identities as locales for competing hegemonic claims. In combination, these notions form a unique conceptual model for theorizing and researching collective identities. This said, a narrative approach also has its limitations, and is proposed as an additional, not exclusive, interpretive lens.

461 citations

Journal ArticleDOI
TL;DR: The authors need to understand that AIDS is and will remain a provisional and deeply problematic signifier and use what science gives us in ways that are selective, self-conscious and pragmatic.
Abstract: (1987). AIDS, homophobia and biomedical discourse: An epidemic of signification. Cultural Studies: Vol. 1, No. 3, pp. 263-305.

459 citations

Journal ArticleDOI
TL;DR: For some time now, it has been difficult at times even impossible to talk about development, protest or revolution with the same confidence and encompassing scope with which intellectuals and activists spoke about these vital matters in our most recent past as mentioned in this paper.
Abstract: For some time now, it has been difficult at times even impossible to talk about development, protest or revolution with the same confidence and encompassing scope with which intellectuals and activists spoke about these vital matters in our most recent past. It is as if the elegant discourses of the 1960s the high decade of both Development and Revolution had been suspended, caught in mid air as they strove toward their zenith, and, like fragile bubbles, exploded, leaving a scrambled trace of their glorious path behind. Hesitantly perhaps, but with a persistance that has to be taken seriously, a new discourse has set in. Where one spoke of Development or its flip side, Revolution one is now allowed to speak a very different language: that of the "crisis" of development, on the one hand, and "new social actors" and "new social movements," on the other. In fact, many scholars seem to be proposing a radical reinterpretation of social and political reality based on a new set of categories such as "alternative development," new identities, radical pluralism, historicity and hegemony. In the previous period, from the early post-War years to the end of the 1970s, the relation between truth and reality that characterized political discourse was relatively clear and direct. Development was chiefly a matter of capital, technology, and education and the appropriate policy and planning mechanisms to successfully combine these elements. Resistance, on the other hand, was primarily a class issue and a question of imperialism. Nowadays, this transparency has been muddled, and even imperialism and class are thought to be the object of innumerable mediations. But while research and inquiry into the nature of resistance and political practice have been quite alive and growing, the same is not true for the area of development. A new problematization of the nature of popular resistance and mobilization, and of intellectuals' understanding of them, has resulted in new ways of thinking these issues, especially in relation to social movements. The theory of social movements has become, particularly in Western Europe and Latin America, but also increasingly in other parts of the Third World, one of the key arenas for social

442 citations

Book
01 Jan 2001
TL;DR: Challenging Leadership Leadership and the Performing School Leadership in Educational Studies Research and Researching Theory and Theorizing Preparing and Preparation Headteachers and Principals Teachers in the Middle Teachers and Students Teachers as Professionals.
Abstract: Challenging Leadership Leadership and the Performing School Leadership in Educational Studies Research and Researching Theory and Theorizing Preparing and Preparation Headteachers and Principals Teachers in the Middle Teachers and Students Teachers as Professionals

426 citations

Journal ArticleDOI
TL;DR: In this article, a systematic review of the literature on organizational learning and knowledge with relevance to public service organizations is presented, and a dynamic model of organizational learning within and across organizational boundaries is developed that depends on four sets of factors: features of the source organization, features of a recipient organization, characteristics of the relationship between organizations, and the environmental context.
Abstract: This paper is a systematic review of the literature on organizational learning and knowledge with relevance to public service organizations. Organizational learning and knowledge are important to public sector organizations, which share complex external challenges with private organizations, but have different drivers and goals for knowledge. The evidence shows that the concepts of organizational learning and knowledge are under-researched in relation to the public sector and, importantly, this raises wider questions about the extent to which context is taken into consideration in terms of learning and knowledge more generally across all sectors. A dynamic model of organizational learning within and across organizational boundaries is developed that depends on four sets of factors: features of the source organization; features of the recipient organization; the characteristics of the relationship between organizations; and the environmental context. The review concludes, first, that defining ‘organization’ is an important element of understanding organizational learning and knowledge. Second, public organizations constitute an important, distinctive context for the study of organizational learning and knowledge. Third, there continues to be an over-reliance on the private sector as the principal source of theoretical understanding and empirical research and this is conceptually limiting for the understanding of organizational learning and knowledge. Fourth, differences as well as similarities between organizational sectors require conceptualization and research that acknowledge sector-specific aims, values and structures. Finally, it is concluded that frameworks for explaining processes of organizational learning at different levels need to be sufficiently dynamic and complex to accommodate public organizations.

414 citations