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.
Chapter 3. The Public Intellectual
Public Engagement, Research Impact, and Value for Money
The Public Intellectual
When public services are being reconceptualised and reconstructed in helpful and broadly supportive ways by sympathetic politicians, the educational researcher as public intellectual emerges from the shadows.
(Goodson, 1999, p. 281)
Although it is a seemingly simple and straightforward term, the expression public intellectual resonates with the dynamics of what amounts to Ivor’s mission. To understand what this term embodies is therefore to understand what he has been about for all these years. A core and pivotal concept in reading Ivor Goodson, it might also be understood as the touchstone and lynchpin of his work and the lodestar of his life. Ivor allies it to Gramsci’s idea of the “organic intellectual.” Its meaning has developed over the years, assuming various incarnations and being enacted in different ways. He also augments the concept to include the idea of traveling, of coming to understanding in the context of globalization and the revolution in communication wrought by digital technologies. It is therefore quite a task to summarize what it means and it makes more sense not to treat what follows as a definitive statement, although it does serve as a prismatic lens through which to read later chapters.
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