Getting Tense about Genealogy

Meadmore, Daphne A., Hatcher, Caroline A., & McWilliam, Erica L. (2000) Getting Tense about Genealogy. International Journal of Qualitative Studies in Education, 13(5), pp. 463-476.

View at publisher


The paper responds to the growing interest in genealogical method as a means of inquiry in education research. The three authors bring together their collective understanding of the nature and purpose of genealogy as a method deriving from the work of Michel Foucault. The authors then indicate how such understandings were applied by each of them to a particular scholarly task. In elaborating the uses and the pitfalls of genealogical approaches by this means, the writers make it clear that there is no blueprint for genealogical use. Rather, working through genealogical methods demands from the researcher a strong grasp of the epistemological and theoretical tensions involved in asking how our present educational practices function as they do.

Impact and interest:

0 citations in Scopus
Search Google Scholar™

Citation counts are sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

Full-text downloads:

972 since deposited on 29 Jun 2005
45 in the past twelve months

Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.

ID Code: 1037
Item Type: Journal Article
Refereed: Yes
Keywords: genealogy, methodology, epistemology, post structuralism, Foucault
DOI: 10.1080/09518390050156413
ISSN: 1366-5898
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000)
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2000 Taylor & Francis
Copyright Statement: First published in International Journal of Qualitative Studies in Education 13(5):pp. 463-476.
Deposited On: 29 Jun 2005 00:00
Last Modified: 09 Jun 2010 12:24

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page