Abstract
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.
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