1300 187 187
Professor Ivor Goodson has spent the last 30 years researching, thinking and writing about some of the key and enduring issues in education. He has contributed over 40 books and 600 articles to the field.
In this book, he brings together 20 key writings in one place. Starting with a specially written Introduction, which gives an overview of Ivor's career and contextualizes his selection within the development of the field, the chapters cover:
Curriculum history and policy
Classroom pedagogy and strategies for professional development
Life history, narrative and educational change
This book not only shows how Ivor's thinking developed during his long and distinguished career; it also gives an insight into the development of the fields to which he contributed.
In the World Library of Educationalists, international scholars themselves compile career-long collections of what they judge to be their finest pieces - extracts from books, key articles, salient research findings, major theoretical and/practical contributions - so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands of their work and see their contribution to the development of a field, as well as the development of the field itself.
| Acknowledgements | p. x |
| Introduction: learning, curriculum and life politics | p. 1 |
| Learning and curriculum | p. 11 |
| Learning and the pedagogic moment: extract from 'the pedagogic moment' | p. 13 |
| The roots of pedagogy | p. 14 |
| Coming to curriculum: extract from 'reconstructing aspects of a teacher's life' | p. 16 |
| Extracts from a diary, 1973 | p. 16 |
| Countesthorpe College | p. 20 |
| General lines of development | p. 20 |
| For the WC child | p. 23 |
| Coming to curriculum | p. 24 |
| Making connections | p. 28 |
| Towards an alternative pedagogy | p. 31 |
| Classroom learning | p. 32 |
| Alternative theories and practice | p. 33 |
| Towards an alternative pedagogy | p. 35 |
| Unauthorized methods | p. 37 |
| Some constraints and problems | p. 39 |
| Chariots of fire: etymologies, epistemologies and the emergence of curriculum | p. 42 |
| Antecedents and alternatives | p. 48 |
| Conclusion | p. 51 |
| Becoming an academic subject | p. 52 |
| Sociological and historical perspectives | p. 52 |
| The establishment and promotion of geography | p. 56 |
| 'New geography' as an academic discipline | p. 61 |
| Conclusion | p. 64 |
| On curriculum form | p. 69 |
| Conceptions of 'mentalities' | p. 70 |
| Three dichotomies | p. 71 |
| The contest over science | p. 73 |
| Continuities and complexities | p. 75 |
| A pattern of structuration | p. 77 |
| Conclusion | p. 79 |
| The making of curriculum | p. 81 |
| Modes of historical study | p. 82 |
| Developing studies of context: an historical instance of English schooling in the twentieth century | p. 83 |
| Structure and mediation: internal and external factors | p. 84 |
| Curriculum change as political process: an example of the process of academic establishment | p. 87 |
| Nations at risk and national curriculum | p. 91 |
| Ideology and identity | p. 91 |
| The national curriculum and national identity | p. 94 |
| National curriculum and social prioritizing | p. 95 |
| National curriculum and national power | p. 98 |
| Conclusion | p. 103 |
| Long waves of educational reform: extract from 'Report to the Spencer Foundation' | p. 105 |
| Introduction | p. 105 |
| Long waves of historical change | p. 108 |
| Long waves of educational change | p. 110 |
| Conclusion | p. 127 |
| Methods | p. 131 |
| Towards a social constructionist perspective | p. 133 |
| Curriculum as prescription | p. 133 |
| The devil's bargain: critiques and counters | p. 134 |
| Recent reactions to CAP | p. 136 |
| Towards a social constructionist perspective: from diagnosis to solution | p. 140 |
| History, context and qualitative methods | p. 149 |
| Life histories and curriculum history | p. 150 |
| School subjects and curriculum history | p. 151 |
| Critical episodes in a teacher's life | p. 153 |
| The alternative vision: a retrospect | p. 161 |
| Conclusion | p. 162 |
| Critical questions | p. 163 |
| The story of life history | p. 166 |
| Reasons for the decline of the life history in early sociological study | p. 169 |
| From modernism to postmodernism | p. 172 |
| Conclusions | p. 175 |
| Life politics | p. 179 |
| Preparing for post-modernity: storying the self | p. 181 |
| Preparing for post-modernity: the peril and promise | p. 181 |
| Storying the self | p. 181 |
| The story so far | p. 187 |
| Personal knowledge and the political | p. 187 |
| Personal knowledge and the cultural logic of post-modernity | p. 187 |
| The media context of personal knowledge | p. 188 |
| Storytelling and educational study | p. 193 |
| Personal knowledge and educational research | p. 198 |
| Action research and the reflexive project of selves | p. 200 |
| Origins and destinations | p. 203 |
| Teachers as intellectuals | p. 205 |
| Patterns of transcendence | p. 207 |
| Leaving teaching | p. 209 |
| Conclusion | p. 211 |
| Scrutinizing life stories | p. 213 |
| Scripts and storylines | p. 221 |
| Representing teachers: bringing teachers back in | p. 223 |
| The representational crisis | p. 223 |
| The narrative turn/the turn to narrative | p. 224 |
| Story and history | p. 225 |
| A story of action within a story of context | p. 229 |
| Sponsoring the teacher's voice | p. 232 |
| Broadening our data base for studying teaching | p. 235 |
| Collaboration and teacher development | p. 239 |
| The personality of educational change | p. 241 |
| Memory loss | p. 243 |
| Mentoring loss | p. 244 |
| Teacher retention and recruitment | p. 244 |
| Conclusion | p. 246 |
| List of recent works | p. 249 |
| Table of Contents provided by Ingram. All Rights Reserved. |
ISBN: 9780415352192
ISBN-10: 0415352193
Series: World Library of Educationalists
Audience:
Professional
Format:
Hardcover
Language:
English
Number Of Pages: 276
Published: 11th November 2005
Dimensions (cm): 23.4 x 15.6
x 1.9
Weight (kg): 0.567
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