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Reading and Teaching Ivor Goodson


Yvonne Downs

Ivor Goodson is an immense and vital contributor to the study of education and to educational research. His influence extends across continents, taking in theory and practice, and including topics as diverse as curriculum history and the history of school subjects; change management and reform; teachers’ lives and careers; professional and learning identities; narrative and educational policy and life politics. To all this he brings a coherence born of his convictions and his commitment to social justice. This book traces the contours of his morally inflected approach to scholarship, highlighting its contribution to a politics of transformation, all the while acknowledging and encapsulating the practical, passionate, principled humanity that continues to drive Goodson’s scholarship.
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.
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Chapter 12. Learning and Pedagogy


Chapter 12

Learning and Pedagogy

Although it covers much of the same substantive and thematic ground that we have traversed in the previous two chapters, in this chapter the emphasis shifts so that we are concerned more with methodological, processual, and practical issues. In simple terms, its overarching purpose is “show, don’t tell.” It instantiates the pedagogical practice of fostering learning in the space created through dialogic exchange. In this respect the extracts that follow have been crafted to a greater degree than was the case in the previous chapters, although I found it surprisingly straightforward to do this. It was by no means a case of having to extract utterances from here and there and I was able to reproduce long sections of the transcript without much intervention or interference. This suggests that the learning processes I have been eager to represent here reflect rather than reconfigure those that occurred during my meeting with Ivor. I certainly went away from the meeting with the feeling that I had participated in a rich learning experience that has continued to have a bearing on my thinking since that time.

Nevertheless it would be disingenuous to imply that my intention here was anything other than to set out the ways in which ideas change shape as they are passed back and forth between conversing partners and how, in the process of exchanging words, the “third voice” referred to earlier becomes audible. This means that I selected...

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