This book will be of interest to students and teachers of education, to teachers and educational researchers, as well as to those with a passion for the history and politics of education.
Section 2. Teaching Ivor Goodson
Chapter 9 Preamble At the moment I do write a lot, but I least trust that. What I do trust, is the word, the delivered—what we are doing now, talking to each other. Eye contact, word—that is what I love. (Goodson, 2011, p. 6) I will be approaching the task of “Teaching Ivor Goodson” from three different directions—biography, scholarship, and learning and pedagogy— but the starting point for all three is a “pedagogic encounter” with Ivor that took place in his office at the University of Brighton on a dank October day in 2012. I will come back to the reasons for taking these particular approaches shortly, but first it is important to give some background to this meeting because it had a particular purpose, of a different order to that of our first meeting, which I detail in the Introduction. I had by the time of our second meeting read and reread a sizeable proportion of Ivor‟s output and had written much of “Reading Ivor Goodson.” I was therefore anxious to discuss aspects of my interpretations with him, face to face. The conceptual lens I took to the reading is, after all, my own invention, and I wanted to get a sense of how Ivor felt about this. He had always been eager and interested to read what I had written but had refrained from commentary. His restraint had on the one hand been reassuring and confidence inspiring, but on the other I wanted to...
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