Educational Philosophy and Theory 43 (6):663-674 (2011)

Abstract
Much has been written on Michel Foucault's reluctance to clearly delineate a research method, particularly with respect to genealogy (Harwood, 2000; Meadmore, Hatcher & McWilliam, 2000; Tamboukou, 1999). Foucault (1994, p. 288) himself disliked prescription stating, ‘I take care not to dictate how things should be’ and wrote provocatively to disrupt equilibrium and certainty, so that ‘all those who speak for others or to others’ no longer know what to do. It is doubtful, however, that Foucault ever intended for researchers to be stricken by that malaise to the point of being unwilling to make an intellectual commitment to methodological possibilities. Taking criticism of ‘Foucauldian’ discourse analysis as a convenient point of departure to discuss the objectives of poststructural analyses of language, this paper develops what might be called a discursive analytic; a methodological plan to approach the analysis of discourses through the location of statements that function with constitutive effects
Keywords qualitative research in education  discourse analysis  Foucault
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DOI 10.1111/j.1469-5812.2010.00698.x
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References found in this work BETA

Writing and Difference.Jacques Derrida - 1978 - University of Chicago Press.
Margins of Philosophy.Jacques Derrida - 1982 - University of Chicago Press.

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Citations of this work BETA

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Besley on Foucault’s Discourse of Education.George Lazaroiu - 2013 - Educational Philosophy and Theory 45 (8):821-832.

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