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 4. Stories of Action in Theories of Context
Stories of Action in Theories of Context
Only new alliances between theory and practice can remake the possibility for educational research to contribute to new visions and new structures of education.
(Goodson, 1999, p. 294)
The phrase stories of action in theories of context is attributable to Lawrence Stenhouse (1975). Stenhouse founded the Centre for Applied Research in Education (CARE) at the University of East Anglia in 1970 and according to Ivor “in both his writing and his action … (he) spoke as a public intellectual” (Goodson, 1999, p. 277). I found these words moving because in Ivor’s view, the term public intellectual is value-laden, implying a moral career. It is also a term that also owes much to Mills (1959) who called attention to the dynamic between the biographical, the social, and the historical and, in distinguishing between “private troubles” and “public issues,” provided a conceptual language for articulating the relationship between the structural and the personal. The public intellectual speaks this language in that space.
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