M. Foucault與D. E. Smith論述分析之比較與其對教育研究之啟示

The Comparison on Discourse Analysis between M. Foucault and D. E. Smith and Its Implications for Educational Research

呂美慧(Mei-Huei Lyu)

《臺北市立教育大學學報. 教育類》 39卷2期 (2008/11) Pp. 71-103

https://doi.org/10.6336/JUTe/2008.39(2)3

摘要

論述分析崛起於二十世紀後期對傳統語言研究的批判，是今日學術研究重要的方法取向。法國學者M. Foucault獨特的論述觀點和分析方法，為教育研究提供嶄新的思考模式和方法途徑，引發研究的應用熱潮與討論批判。其中社會學者D. E. Smith保留Foucault部分論述概念，卻又力圖超脫其典範，發展出另一不同取徑的論述分析－建制俗民誌。本文聚焦於論述研究在方法運用上的探討，就「論述的意涵」、「論述的分析」及「論述的技術」三層面，比較Foucault和Smith論述研究取徑的異同，省思其對論述與教育研究運用的啟示，包括（1）改變論述意涵，可促成另類論述研究的建構。（2）Foucault和Smith的論述分析具有相互補述與和合的可能。（3）論述技術中，權力、知識與主體是一種制約循環的關係。

關鍵字

論述分析 ； 建制俗民誌

並列摘要

Discourse analysis rose against the conventional linguistic research in the late twentieth century, and is the major research approach in the modern times. M. Foucault's unique discursive analysis approach provided a new thinking model and method for educational research, and caused multidimensional practical applications and critiques. D. E. Smith's institutional ethnography was influenced by but detached from Foucault's discursive concepts, which created a different approach of discourse analysis. This article focuses on the methodological application of the discourse research. The researcher firstly compares Foucault's with Smith's approaches on the meaning, analysis and technique of discourse. Then, the implications for the discourse and educational research are as follows: (1)Changing the meaning of discourse could encourage the construction of alternative discourse research. (2)There are much possibility of complementing and joining mutually between Foucault's and Smith's discourse analysis. (3)Power, knowledge, and subject form a recurring conditional relation in the technique of discourse.

並列關鍵字

discourse analysis ； Foucault ； institutional ethnography

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