Teachers’ and teacher educators’ capabilities to create and engage in humanising and meaningful learning and development with the participants and communities they serve underpins purposeful education practices and curricula. Such capabilities are constituent in establishing professional provenance in education. Effective educators draw on a myriad of pre-mediated knowledge and expertise, but in ways that respond to and sustain learners’ and communities’ ongoing development. The pivotal role of narrative in the project of establishing and sustaining professional provenance in education is presented in this chapter, together with a personal reflection on the importance and significance of Ivor Goodson’s work to the broader project of professional provenance in education. Goodson’s commitment to meaningful and humanising forms of education have characterised his life’s research and work, and this chapter, I hope, offers a brief insight into this contribution at a time when education nationally and globally is becoming increasingly prescriptive and dehumanised.
|Title of host publication||Storying the Public Intellectual|
|Subtitle of host publication||Commentaries on the Impact and Influence of the Work of Ivor Goodson|
|Editors||Pat Sikes, Yvonne Novakovic|
|Publication status||Published - 23 Oct 2019|
Bibliographical noteThis is an Accepted Manuscript of a book chapter published by Routledge/ CRC Press in Storying the Public Intellectual:
Commentaries on the Impact and Influence of the Work of Ivor Goodson on 23/10/2019, available online: https://www.crcpress.com/Storying-the-Public-Intellectual-Commentaries-on-the-Impact-and-Influence/Sikes-Novakovic/p/book/9781138389755
Turvey, K. (2019). Professional provenance and the narrative construction of ‘reality’ in education. In P. Sikes, & Y. Novakovic (Eds.), Storying the Public Intellectual: Commentaries on the Impact and Influence of the Work of Ivor Goodson (1st ed.). Routledge. https://doi.org/10.4324/9780429423734