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"Goodson, Ivor, author"
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School Subjects and Curriculum Change
The process of curriculum development is highly practical, as Goodson shows in this enlarged anniversary third edition. This book questions the basis on which subjects are developed and formulates new possibilities for development.
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Subject Knowledge
School knowledge has been a subject for historians, notably in the field of history of education. concentrating on the educational aspects of particular historical periods, however, links with contemporary education have often remained undeveloped.; This text attempts to account for the growth of increased interest by sociologists and others in school subjects since the 1960s. Goodson's analysis of his own work in the UK and North America examines the range of insights afforded of the nature of schooling and teaching through the study of school subjects.
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Professional knowledge, professional lives : studies in education and change
Professional Knowledge, Professional Lives sets out to examine the state of professional knowledge with regard to teaching and teacher education. The current situation of professional knowledge is scrutinised with particular regard to the location of educational study within the faculties of education. The fate of disciplinary patterns of study, which have come under attack from the proponents of more practical perspectives, are also examined. Practical perspectives promoted by a wide spectrum of advocates have become part of the fashionable discourse around teacher education recently. These perspectives are interrogated and some of the results of such practical fundamentalism are held up for scrutiny. The author argues that confining professional knowledge entirely within the practical domain would not seem to be a well-thought out strategy for raising professional standards. A more active notion of teachers' professional knowledge can, and should, be explored and consolidated by work which focuses on the teacher's life and work, using more reflective and 'public intellectual' modes.
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The Making Of The Curriculum
The first edition of The Making of Curriculum was published in 1988 and reviewers hailed it as a seminal work in the field. In that work Goodson explored a number of aspects of the so-called traditional subjects and described the way they develop over time to a point where they can be promoted as 'academic' disciplines. He showed that the claim to be academic was in fact the result of a substantial political contest covering a century or more. The traditional subject was, in short, invented. The first edition of this book provided a series of challenging insights for those desiring to make sense of the current debate over schooling. In this new and extended second edition, Bill Pinar adds an illuminating introduction and Goodson brings his argument up-to-date with a discussion of the National Curriculum - 'a contemporary initiative in the making of curriculum.'
eBook
Critical narrative as pedagogy
Ivor Goodson and Scherto Gill analyse and discuss a series of trans-disciplinary case studies from diverse cultures and argue that narrative is not only a rich and profound way for humans to make sense of their lives, but also in itself a process of pedagogical encounter, learning and transformation. As pedagogic sites, life narratives allow the individual to critically examine their 'scripts' for learning which are encapsulated in their thought processes, discourses, beliefs and values. Goodson and Gill show how narratives can help educators and students shift from a disenfranchised tradition to one of empowerment. This unique book brings together case studies of life narratives as an approach to learning and meaning-making in different disciplines and cultural settings, including teacher education, adult learning, (auto)biographical writing, psychotherapy, intercultural learning and community development. Educators, researchers and practitioners from diverse disciplines will find the case studies collected in this book helpful in expanding their understanding of the potential of narrative as a phenomenon, as methodology, and as pedagogy.
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Developing narrative theory
We live in an age of narrative: life stories are a crucial ingredient in what makes us human and, in turn, what kind of human they make us. In recent years, narrative analysis has grown and is used across many areas of research. Interest in this rapidly developing approach now requires the firm theoretical underpinning that would allow researchers to both approach such research in a reliably structured way, and to interpret the results more effectively. Developing Narrative Theory looks at the contemporary need to study life narratives, considers the emergence and salience of life narratives in contemporary culture, and discusses different forms of narrativity. It shows in detail how life story interviews are conducted, and demonstrates how the process often begins with relatively unstructured life story collection but moves to a more collaborative exchange, where sociological themes and historical patterns are scrutinised and mutually explored. At the core of this book, the author shows that, far from there being a singular form of narrative or an infinite range of unique and idiosyncratic narratives, there are in fact clusters of narrativity and particular types of narrative style. These can be grouped into four main areas: Focussed Elaborators; Scripted Describers; Armchair Elaborators; and Focussed Describers. Drawing on data from several large-scale studies from countries across the world, Professor Goodson details how theories of narrativity and life story analysis can combine to inform learning potential. Timely and innovative, this book will be of use to all of those employing narrative and life history methods in their research. It will also be of interest to those working in lifelong learning and with professional and self development practices. (Verlag).
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The making of curriculum : collected essays
This is a new, updated version of Ivor Goodson's earlier work which explores A Number Of Aspects Of The \"Invention\" And Promotion Of So-Called \"traditional\" subjects. It has now been extended and has been updated to include the National Curriculum.
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Schooling the Estate Kids
This book chronicles the trajectory of one Kent secondary school which was twice dubbed 'the worst school in England' in the national press. Serving a high poverty neighbourhood, The Ramsgate School was challenged by national targets, low levels of attainment of the school intake at 11 and difficulties of recruitment and retention of quality staff.
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Curriculum, Pedagogy and Educational Research
Lawrence Stenhouse was one of the most distinguished, original and influential educationalists of his generation. His theories about curriculum, curriculum development, pedagogy, teacher research, and research as a basis for teaching remain compelling and fresh and continue to be a counterpoint to instrumental and technocratic thinking in education. In this book, renowned educationalists describe Stenhouse's contribution to education, explore the contemporary relevance of his thinking and bring his work and legacy to the attention of a wide range of students, teachers, teacher educators and others involved in education.
Stenhouse saw the primary aim of education as the development of individuality through a creative and critical engagement with culture. He was an early advocate of inclusive education and was committed to making available to all pupils an education that was challenging and empowering. For Stenhouse many of the problems of education stemmed not so much from its content as from the terms and conditions under which students were required to access it. Consequently he pioneered an approach to curriculum reform that stressed the quality of the educational process and the values that defined it, as opposed to 'rational curriculum planning', which stressed the pre-specification of measureable learning outcomes. Stenhouse devised the curriculum reform movement's most ambitious strategy, 'the process model', and was its principal theorist. His idea of 'the teacher as researcher' lay at the heart of this strategy as the means by which the values that define a worthwhile educational process could be progressively realized by teachers in concrete forms of action within their classrooms and schools.
What marked out Stenhouse's unique contribution to the field of curriculum was his distinctive conceptualisation of the relationship between the teacher (authority), the learner (autonomy) and the subject matter (understanding). Founded on
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