By Ivor Goodson
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Additional resources for Professional Knowledge, Professional Lives (Professional Learning)
Example text
As researchers and teacher educators, we can only serve by getting this message across to the larger society and, perhaps, by helping teachers to come to know their own stories. Seen in this light, much of the activity in which we engage as scholars in teaching becomes illegitimate if not actually harmful. (Carter 1993: 8) 26 Professional knowledge, professional lives Carolyn Steedman, in her marvellous work, Landscape for a Good Woman, speaks of this danger. She says, ‘Once a story is told, it ceases to story: it becomes a piece of history, an interpretative device’ (Steedman 1986: 143).
This foundational focus caused a bifurcation in the early educational research and teaching, as presented to the new cohorts of students: Much that these early students were taught was intellectually exciting and personally stimulating. But it was redolent of its own reality, not that of the school and the classroom [my emphasis]. (Taylor 1987: 14) Philip Taylor adds: ‘Even when sociology of education, curriculum studies and educational administration came to be added to the range of courses, this remained true, though less so’ (Taylor 1987: 14).
Existentialists believed that only through our actions could we define ourselves. Our role, existentialists judged, was to invent ourselves as individuals, then, as in Sartre’s (1961) trilogy Les Chemins de la Liberté, we would be ‘free’, especially from the claims of society and the ‘others’. Existentialism existed at a particular historical moment following the massive trauma of the Second World War, and in France, where it developed most strongly, of the protracted German occupation. George Melly judges that existentialism grew out of this historial context.
