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: In this article, the authors present a theoretical and normative framework for multiculturalism, which focuses on the possibilities to achieve social and cognitive change and is tested by evidence from three empirical cases which are analysed comparatively.
Abstract: Western European states are faced by societies with increasing ethnic, cultural and religious diversity as a result of migration flows. Advocates of multiculturalism have tried to address these potential challenges by advocating the accommodation of minorities within the recipient society. This study argues that the normative and practical measures suggested by multiculturalists tend to be de-contextualised and rest on a static understanding of identity formation and of culture.
The dissertation aims to develop an explicitly transformative approach to multiculturalism. This approach is called “caring multiculturalism”. First, the author outlines a theoretical and normative framework which focuses on the possibilities to achieve social and cognitive change. Then, this framework is tested by evidence from three empirical cases which are analysed comparatively. Specifically, the empirical study looks at the institutional and narrative opportunities provided by the municipalities of Malmo in Sweden, Birmingham in Britain, and Bologna in Italy, to adopt caring multiculturalism. First, the analysis examines the mechanisms of political participation provided to migrants by each municipality in order to gauge the extent to which migrants are formally included in the recipient society. Second, it studies the narratives expressed by public actors and in policy documents. It examines each municipality’s immigrant policies and assesses how migrants’ integration is narratively constructed and how migrants are constructed in relation to the majority society. This examination of the institutional and narratives opportunities supplied by the municipalities to include migrants in the polity is the body of evidence for assessing if, and in what ways, caring multiculturalism can be adopted in the cases. Finally, the dissertation considers which factors favour the adoption of caring multiculturalism, and which ones constrain it, in the light of the empirical analysis.
74 citations
TL;DR: This article examined 21 diversity action plans issued at 20 U.S. land-grant universities to understand how these policy documents frame diversity and found that well-intentioned attempts to create a more inclusive campus climate may unwittingly reinforce practices that support exclusion and inequality.
Abstract: This article investigates how discourses circulating in diversity policies reflect and produce perceptions about diversity in higher education. This study, utilizing the method of policy discourse analysis, examines 21 diversity action plans issued at 20 U.S. land-grant universities to understand how these policy documents frame diversity. Analysis revealed dominant discourses of access that construct images of the diverse person as an outsider . Findings suggest that well-intentioned attempts to create a more inclusive campus climate may unwittingly reinforce practices that support exclusion and inequality.
73 citations
TL;DR: This paper proposed a longitudinal archiving methodology to measure the long-term effects of academic development initiatives on the quality of colleagues' teaching and their students' learning, and suggested to academic developers new ways of framing, narrating and justifying what they do.
Abstract: In a several‐birds‐with‐one‐stone maneuver, this essay addresses three questions that academic developers frequently pose and ponder: How do we measure the long‐term effects of academic development initiatives on the quality of our colleagues' teaching and their students' learning? How might we, as a profession, more effectively tap into the disciplinary expertise of educational developers who have earned their PhDs in fields other than education? How can we encourage tertiary educators, especially early‐career academics under pressure to focus on their research profiles, to engage in innovative teaching and sustained reflective practice? In response to these interwoven questions, I propose a novel research methodology called longitudinal archiving. Drawing upon an explicitly humanities‐based (as opposed to social science) research paradigm, my paper suggests to academic developers new ways of framing, narrating and justifying what we do. Dans le cadre d'une manœuvre visant a faire d'une pierre plusieurs ...
72 citations
TL;DR: The authors investigated the mediated representation of international crises, with a focus on natural disasters occurring in Australia, Indonesia, Pakistan and the USA, using critical discourse analysis (Fairclough 1992; Chouliaraki 2006).
Abstract: In 2007 nearly 17,000 people died because of natural disasters and more than 211 million others were directly affected. News media play a basic role in giving publicity to these numerous instances of global suffering as it is mainly through media reports that the world perceives international crises. Drawing upon theories on distant suffering (cf. Boltanski 1999), this study investigates the mediated representation of international crises, with a focus on natural disasters occurring in Australia, Indonesia, Pakistan and the USA. Applying critical discourse analysis (Fairclough 1992; Chouliaraki 2006), this article explores how discourses of hierarchy and inequality are realised in news texts about distant suffering. The cases of analysis are nine news items that were broadcast on a public and a commercial Belgian television channel on 2 January 2006. The comparative analysis of these news texts reveals glaring differences that reflect global hierarchies of place and human life. Suffering in the ...
72 citations
TL;DR: The work in this paper explores how the knowledge practices of some academic-intellectuals are shifting in such a way as to signal a radical departure from the "traditional" role that academia has had in Latin America, and points to possible directions in which a reconfiguration of the dominant regime of power/knowledge might proceed.
Abstract: This article explores how the knowledge practices of some academic-intellectuals are shifting in such a way as to signal a radical departure from the "traditional" role that academic-intellectuals have had in Latin America. This re-direction is part of a much larger process, namely, the gradual rejection of the modern project by increasingly larger sectors of the Latin American population, and their ongoing efforts to bring about "worlds and knowledges otherwise." In effect, some of the social movements and patterns of mobilization that have become highly visible in Latin America at the turn of the 21st century are probing the modern project-including established knowledge practices of academic-intellectuals-according to expectations, logics and standards other than the ones that have dominated for the last two centuries or more. In particular, the article suggests how these avenues, once opened by social movements, local intellectuals and other sites of knowledge production regarding the intellectual-political project in Latin America, have productively contaminated the dominant regime of power/knowledge (the "lettered city") that has been in place since colonial times. A focus on three cases where this contamination is currently taking place points to possible directions in which a reconfiguration of the dominant regime of power/knowledge might proceed. These developments include the relative equalization of diverse knowledge practices through the proliferation of sites of encounter between them, but also a disposition to allow for the contamination of academic-intellectuals' knowledge practices by the insurrectional movements' non-modern knowledge practices.
72 citations