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
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