Foucault argues that discursive formations are constantly becoming epistemologized, ‘shot through with the positivity of knowledge’ (1972, p. 194). Unpacking this process involves a look at the specificity, function and network of dependencies that attends to dispersion and scattering, a decentering operation that produces differences. (p. 41)

Lather, P. (2006). Paradigm Proliferation as a Good Thing to Think With: Teaching Research in Education as a Wild Profusion. International Journal Of Qualitative Studies In Education (QSE), 19(1), 35-57.