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: The authors identified four contrasting global discourses of the green economy in contemporary usage: green resilience, green growth, green transformation and green revolution, which are manifested in recent green economy national strategies across the global South, including in Ethiopia, India, South Korea and Brazil.
Abstract: This article identifies four contrasting global discourses of the green economy in contemporary usage: green resilience, green growth, green transformation and green revolution. These four discourses are manifested in recent green economy national strategies across the global South, including in Ethiopia, India, South Korea and Brazil. Disaggregating these discourses is politically important, and shows their different implications for broader political economies of the green state in the global South.
61 citations
TL;DR: In this paper, the authors investigate the interplay between context and agency for three early-career academics as they seek to develop their teaching, in light of Archer's realist social theory, framed by critical realism.
Abstract: In this study, we investigate the interplay between context and agency for three early‐career academics as they seek to develop their teaching Our analysis is conducted in light of Archer’s realist social theory, framed by critical realism We argue that it is possible to see ways in which Archer’s account of the interplay between structure and agency is evident in the practice of these academics, with the influence of contextual factors mediated by their concerns and reflexive deliberations We thus open up a range of questions for further research and points of departure for the development of practice Dans cet article, nous etudions l’interrelation entre le contexte et la participation de trois universitaires au debut de leur carriere, alors que ceux‐ci cherchent a ameliorer leur enseignement Notre analyse est effectuee a la lumiere de la theorie realiste sociale (realist social theory) de Archer, selon une approche realiste critique Nous defendons la these qu’il est possible de reconnaitre des fac
61 citations
TL;DR: This article has sought to elaborate the concept of SE through analysis of the functions of different techniques and was able to extrapolate three dimensions of SE: persuasion, fabrication, and data gathering, which can be grasped in all its aspects instead of through individual techniques.
Abstract: In information security terms, social engineering SE refers to incidents in which an information system is penetrated through the use of social methods. The literature to date 40 texts, which was reviewed for this article, emphasises individual techniques in its description of SE. This leads to a very scattered, anecdotal, and vague notion of SE. In addition, due to the lack of analytical concepts, research conducted on SE encounters difficulties in explaining the success of SE. In such explanations, the victim's psychological traits are overemphasised, although this kind of explanation can cover only a small portion of SE cases. In this article, we have sought to elaborate the concept of SE through analysis of the functions of different techniques. In this way, we have been able to extrapolate three dimensions of SE: persuasion, fabrication, and data gathering. By utilising these dimensions, SE can be grasped in all its aspects instead of through individual techniques. Furthermore, research can benefit from our multidimensional approach as each of the dimensions pertains to a different theory. Therefore, the victim's personal traits cannot function as the only explanation. All in all, the analysis, understanding, and explanation of the success of SE can be furthered using our new approach.
61 citations
TL;DR: The authors reviewed the social-educational theorization of the early Soviet psychologist L. S. Vygotsky (1896-1934) in the light of the impact of communicative globalization in educational practice.
Abstract: The article reviews the social-educational theorization of the early Soviet psychologist L. S. Vygotsky (1896–1934) in the light of the impact of communicative globalization in educational practice. Vygotsky proposed four “genetic domains” for investigating higher cognitive processes: the phylogenetic (humans undergoing natural evolution), the cultural-historical (social activity of humans), the ontogenetic (individual lifespan), and the microgenetic (immediate events). Vygotskian sociocultural theory is widely used in educational research, especially Vygotsky’s notion of mediated development via tools and signs. Since Vygotsky, communicative globalization has transformed educational potentials. Nevertheless, provided adjustments are made to Vygotsky’s genetic method to incorporate time-space compression, the mutual presence of the genetic domains, and the glonacal heuristic, Vygotskian theory continues to be useful in socially-situated investigations of educational development and transformation, and opens another way into the global, for example investigation of the role of global mediation in learning.
60 citations
TL;DR: In this paper, a unique analysis of the use of cellular phones by teenage girls is presented, which incorporates both the idealization of use presented in advertising images and the lived experiences of teenage girls.
Abstract: The experience of youth, the impact of technology, and the assumptions of gender are experienced as natural by most individuals—as if due solely to biology or progress. Yet, as scholars have effectively demonstrated, social processes that are culturally and historically relative have a critical role in shaping our lived experiences. This paper will continue to build upon the examination of social construction through a unique analysis of the use of cellular phones by teenage girls that incorporates both the idealization of use presented in advertising images and the lived experiences of teenage girls. The functioning of three primary discourses will be outlined: the media discourse that emphasizes image and independence; the parental discourse that focuses upon danger and safety; and the youth discourse that highlights self-determination and sociability. Current advertising, it will be shown, is picking up on what adolescents today want: style, friendships, and individuality. For the young women interview...
60 citations