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 10. Biography
The conversation I had with Ivor did not begin here but as he consistently argues that the starting point for understanding, for theory, and indeed for teaching and learning is the individual’s life story, it would have made little sense to have started elsewhere. In the previous section I emphasized that Ivor does not position the life story as “The Truth.” It is instead a departure point for a collaboration whose aim is the creation of knowledge that challenges the status quo, the hegemonic, and the monolithic. Therefore, I am not suggesting that we will get to “know” Ivor Goodson in what follows. This is not a “scoop.” But it does provide an insight into and makes some sense of the “meaningful narrative” (Goodson, 2011, p. 48) Ivor employs in his own identity project. In concentrating more on the personal motivations and the “back story” to some of his scholarly foci we have the chance for a richer, more layered understanding of the significance of coherence, consistency, and integrity, not only within his scholarship but between his scholarly endeavors and other aspects of his life. This chapter epitomizes what is meant by “life/work.”
A personal account, then, provides a different vantage point from which to view his theoretical, substantive, and methodological approaches and offers a glimpse into the “inner workings” of his processes. It also animates and substantiates the concepts that constitute the conceptual lens that I fashioned for “Reading Ivor...
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