Ivor Goodson has worked in universities in England, Canada and the USA, and held visiting positions in many countries, notably at the Max Planck Institute in Berlin, Sciences Po - L'Institut d'études politiques (IEP) de Paris and Stanford University in the USA. Ivor is currently Professor of Learning Theory at the Education Research Centre, the University of Brighton, UK. Professor Goodson has spent the last 30 years researching, thinking and writing about some of the key and enduring issues in education and has contributed over 50 books and 600 articles to the field. Life history and narrative research specialisations represent a particular area of competence as does his research on teacher's lives and careers and teacher professionalism.

Ivor was given the Michael Huberman award at the American Educational Research Association for his work on teachers' lives; he has just been given an Honorary Doctorate by the University of Gothenburg and made a Laureate of the Phi Delta Kappan Society in the USA.

He is currently working on a research project entitled 'Research Challenges' for the University of Brighton and is a partner on the RAIPE III project 'Programa Marco Interuniversitario Para Una Política De Equidad Y Cohesión Social En La Educación Superior' research project – funded by the EU and looking at equality and social inclusion in Latin America.

He has also recently completed three major research projects for the EU, ESRC and AHRC.

Ivor Goodson grew up in a village on the outskirts of Reading in Berkshire. His parents were working people: his father was a gas fitter and his mother worked in a munitions factory for a period and later as a dinner lady.

He trained in economic history at the University of London and conducted doctoral work on Irish immigrants in Victorian England. However he became increasingly drawn to the new comprehensive schools that were being built by the Labour government that had been elected in 1964 and in 1969 went back to train as a teacher at the Institute of Education in London. In 1970 he began teaching in comprehensive schools and taught history and social studies. The schools he taught in, Countesthorpe and Stantonbury Campus, were leading innovative comprehensive schools. The focus was on developing alternative pedagogies which would further social inclusion.

Ivor is the Founding Editor of the Journal of Education Policy which he currently co-edits with Stephen Ball and Meg Maguire and is the European Editor for the journal Identity.

Writing Career

Frustrated by the barriers to innovations aiming at social justice, he returned to the University of Sussex to study the historical patterns which underpinned barriers to social inclusion. His PhD on this subject explored the construction of school subject knowledge and its relationship to social processes. This led to his first book School Subjects and Curriculum Change, which is now in its 3rd edition. Following that book, which was published in 1983, he produced a series of books which aim to explore the curriculum as a site of social contestation and social distribution. The series Studies in Curriculum History was commissioned by Falmer Press in 1984 and led to the publication of over 20 books which established the history and sociology of curriculum construction, not just in the United Kingdom but around the world. His own contributions to the series the books Defining the Curriculum, The Making of Curriculum, Studying School Subjects and Subject Knowledge formed a corpus of books which elaborate the relationship between curriculum and society but also provide 'how to do guidance on the nature of curriculum study using the historical focus.

Alongside his work on curriculum he began to develop a range of qualitative methodologies focussing on life history approaches. The first book, Biography, Identity and Schooling, co-authored with Rob Walker, sought to explain how life history methods could connect our understanding of personal motives and missions to wider social movements and processes. In particular his work explored the relationship between teacher’s life purposes and their work. The pioneering book Teachers' Lives and Careers published in 1985 and co-edited with Stephen Ball opened up a new field of study focussing on the teachers life and work. This was followed by Studying Teachers Lives published in 1992 which took further the focus on teachers' lives and explored both the methodologies and the substantive findings emerging in this field. One of his recent books, Professional Knowledge, Professional Lives looks at how understanding the teachers life and work provides new insights into why reform initiatives succeed or fail. This book is the result of a large 4-year Spencer Foundation project on stability and change in schooling focussing on the United States of America and Canada.

Most recently Ivor has been involved in large research projects on people's life histories. 'The Learning Lives' project funded by the Economic and Social Research Council studied people's learning experiences across the life course and led to the book Narrative Learning. The theoretical insights generated by this and the 'Professional Knowledge' project funded by the European Union led to the book Developing Narrative Theory.

Many of his books are available in translation and have been published in Japan, China, Sweden, Norway, Finland, Brazil, Paraguay, Argentina, Ireland, Portugal and Spain. Currently, his collective works are being translated into Spanish, Chinese and Japanese.

PROFESSIONAL EXPERIENCE


2012 - 2015 International Research Professor, University of Tallinn, Estonia
2004 - 2012 Research Associate, Von Hugel Institute, St Edmunds College, University of Cambridge
2004 - present Professor of Learning Theory, Education Research Centre, University of Brighton
1996 - 2004 Chair of Education, Centre for Applied Research in Education, School of Education and Professional Development, University of East Anglia
1996 - 2002 Frederica Warner Scholar, Scholar in Residence and Professor of Education, Margaret Warner Graduate School, University of Rochester
1993 - 1998 Honorary Professor of Sociology, University of Western Ontario
1991-1996 Acord Research Professor, University of Western Ontario
1986 - 1991 Full Professor, Faculty of Education, Faculty of Graduate Studies and Centre for Theory and Criticism and Director of Educational Research Unit (from 1989) University of Western Ontario
1978 - 1985 Director, The Schools Unit, University of Sussex
1975 - 1978 Research Fellow, University of Sussex
1973 - 1975 Head of Humanities Faculty, Stantonbury Campus, Milton Keynes
1970 - 1973 Countesthorpe College, Leicestershire, Specialist in History and Social Studies
1966 - 1969 University of Kingston, Lecturer, B.A. General


EDUCATION AND QUALIFICATIONS

2008 Honorary Doctorate, Göteborg University, Sweden
1979 University of Sussex - D.Phil
1974 London Institute of Education - Academic Diploma
1969 - 1970 London Institute of Education - Teachers Certificate (Distinction)
1962 - 1965 University College, London - B.Sc. (Econ) Major in Economic History


HONOURS AND AWARDS

2016 Nominated for Inclusion in the forthcoming 2000 Outstanding Intellectuals of the 21st Century 10th Edition Publication: mid 2017 (International Biographical Centre, Cambridge: UK)
2009-date Who’s Who in the World
2009-date Who’s Who in America.
2009-date Who Who
2009-date Life Fellow, Royal Society of Arts
2007-2012 Jos Owen Professor (Chair of Education) – University of Plymouth
2008-date Senior Visiting Fellow at the Guerrand-Hermès Foundation for Peace (Brighton and Paris).
2008–2010 STINT Foundation Professor, Department of Education, Uppsala University, Uppsala, Sweden.
2007 Laureate Kappa Delta Pi, American Learned Society
2006   Michael Huberman Award, AERA, San Francisco, USA
2002 Visiting Professor, Institute of Political Science, Paris, France
2001 - 2004 Visiting Professor, School of Education, University of Exeter, Exeter
2001 - 2002 Visiting Professor, Centre for Educational Innovation, University of Sussex, Brighton
2001 Invited entry in WHO’S WHO
2000 International guest lecturer, Finnish National Graduate Summer School, Finland
1999 Distinguished visiting professor, University of Cordoba, Argentina
1999 Susan B. Anthony Scholar in Residence, University of Rochester, New York State
1998/1999 Onwell Visiting Professor, University of Hong Kong
1997 Susan B. Anthony Scholar in Residence, University of Rochester, New York State
1996 - 1999 Distinguished Visiting Professor, Institute of Pedagogy and Practice, University of Bergen, Norway
1996 Lovejoy Scholar in Residence, University of Rochester, New York State
1996 Awarded the J. Woodrow Wilson Visiting Professorship for visits to Southern Africa by the Oppeinheimer Foundation. Host: University of Witswatersrand
1994 Distinguished Visiting Professor, Institute of Education, University of Stockholm, Sweden
1994 Visiting Fellow (fall term), Centre for Applied Research in Education, University of East Anglia
1994 Visiting International Guest Scientist, Max Planck Institute, Berlin
1994 Visiting Professor, University of Granada, Spain
1994 Visiting Professor, Institute of Educational Research, University of Oslo
1993 Distinguished Visiting Professorial Award, Japanese Society for Promotion of Science. Host: University of Tokyo
1993 - 1998 Honorary Professor of Sociology, University of Western Ontario
1991 - 1996 Frederica Warner Scholar, Graduate School of Education and Human Development, University of Rochester, State of New York
1991 - 1993 Social Science and Humanities Research Council Canada: Stipendiary Award
1991 International Visiting Scholar, Stanford University
1990 ‘Noted Scholar’, University of British Columbia
1989 Distinguished Visiting Professor, University of Uppsala, Sweden
1989 Visiting Professor (summer session), University of Alberta
1988 - 1994 Member, International Professors of Curriculum (by invitation)
1988 - 1991 Honorary Visiting Professor, King’s College, London (by election of the University of London Senate)
1988 Distinguished Visiting Professor, University of Oslo
1988 Visiting Professor, Department of Sociology, University of Warwick
1986 Visiting Professor, University of Auckland, New Zealand
1986 Visiting Professor, Murdoch University, Western Australia
1985 Visiting Professor (summer session), University of British Columbia
1984 Distinguished Visiting Professor, Institute of Education Research,
University of Oslo (funded by the British Council)
1968 - 1970 University of London Scholarship
1962 - 1965 County Major Award


ADDITIONAL POSTS


2002-2015 Member of the Consultative Committee of the Education Research Centre, University of Minho, Braga, Portugal.
2015 Chairman of the Consultative Committee for the Faculty of Social Science, University of Minho, Braga, Portugal.
September 2013/2014 CORE Societal challenges panel expert (Identity, Diversity and Interaction, Education and Learning) 3rd September 2013 - The Fonds National de la Recherche, Luxembourg.  http://www.fnr.lu/
2004 – present Member of the Selection Committee ‘Wellbeing in Social Contexts’ for the National Centre of Competence in Research (NCCR).
1997 - present International Advisory Committee, Zentrum für Schulforschung und Fragen de Lehrerbildung, Martin-Luther-Universität Halle-Wittenberg
1982 - 2000 Executive Director, Falmer Press
1978 - 1982 Consultant to European Commission,Directorate-General for Research, Education and Science Research Coordinator, Centre for European Education, Brussels
1977 - 1982 Director, Europe in the School Project, European Research Centre, University of Sussex
1975 - 1977 Case Study Consultant, SAFARI Project Centre for Applied Research, University of East Anglia


EDITORIAL POSTS


2014 - present Member of the International Editorial Board / Reviewer of the European Journal of Curriculum Studies.  
2014 - present Advisory Board: Historia y Memoria de la Educación.
2006 - present Honorary Member of Teacher Education Quarterly Advisory Board
2004 - present Editorial Board Member: Studies in Learning, Evaluation, Innovation and Development
2002 - present Editorial Advisory Board: Scholar-Practitioner Quarterly
2000 - present Associate Editor (Europe): Identity: An International Journal of Theory and Research
2000 - present Editorial Board: International Journal of Education and the Arts
2000 - present Series Editor: Professional Learning, Open University Press
1999 - present Advisory Board: Journal of Educational Change
1999 - present Consulting Editor: Change: Transformations in Education
1998 - present Editorial Board: International Journal of Leadership in Education: Theory and Practice
1997 - present General Editor: New Prospects Series
1997 - present Series Editor: Educational Change and Development Series, Falmer Press
1997 - present Associate Editor: Teachers and Teaching: Theory and Practice
1997 - present Editorial Board: Asia-Pacific Journal of Teacher Education & Development
1996 - present Series Editor: Falmer Press Teachers’ Library
1996 - present Editorial Board: Social Psychology of Education
1994 - present Editor-at-Large: Taboo: The Journal of Culture and Education
1993 - present Series Editor: Changing Education, Open University Press
1989 - present Consulting Editor: Curriculum Perspectives
1989 - present Editorial Board: Curriculum and Teaching
1988 - present Editor: Investigating Schooling Series, Routledge
1984 - present Managing Editor and Founding Editor: Journal of Education Policy
1982 - present Series Editor: Studies in Curriculum History, Falmer Press
1982 - present Editorial Panel: Research Papers in Education: Policy and Practice
1980 - present Editorial Board: Discourse: Studies in the Cultural Politics of Education
1996 - 2000 Regional Editor: International Journal of Qualitative Studies in Education
1995 - 2000 Editorial Advisory Board: Journal of Literacy Research
1994 - 2000 Editorial Board: Qualitative Inquiry
1993 - 2000 Editorial Board: Reflective History Series, Teachers College Press
1982 - 2000 General Editor: Education Policy Perspectives, Falmer Press
1991 - 1999 Review Board: Educational Computing Research
1982 - 1999 Editor: Explorations in Ethnography, Falmer Press
1989 - 1996 Editorial Board: Sociology of Education
1987 - 1996 National Editor: International Journal of Qualitative Studies in Education


RECENT RESEARCH GRANTS


2014- Director of the ‘SOCTEL Project (Social Change and Teachers’ Lives)’. Funded by the Estonian Funding Agency. 1.2 million Euros.
2014- Project ‘Resources for Hope: Personal Remembering and Collective Meaning’. Funded by the Guerrand Hermes Peace Foundation/Sharif and Astuti Trust. Grant value £30,000.
2013-2016 Partner in Erasmus Intensive Program, ‘Education for Democratic Intercultural Citizenship’ (EDIC) with the University for Humanistic Studies in Utrecht, Netherlands. Participated with UoB students at the first fourteen-day intensive program event (May 27-7 June 2013) at the University of Utrecht. The second Erasmus Programme event is taking place in 2014 in Barcelona (May 25-June 7 2014), http://www.uvh.nl/edic/partners

2011-2014 Partner with 8 partners and 3 associated members in the EU funded, RIAPE III Program, ‘Programa Marco Interuniversitario Para Una Política De Equidad Y Cohesión Social En La Educación Superior’, 3,000,000 Euros. http://www.riaipe-alfa.eu/
2010 Advisory Group Member for ‘Early exit attrition among post-vocational graduates: Mismatch of requirements and competencies?’ research project by the Danish School of Education, Aarhus University, Denmark.
2010-2011 ‘Research Challenges’, University of Brighton, £10.000.
2006-2009 AHRC Funded ‘Cultural Geographies of Counter-Diasporic Migration: The Second Generation Returns ‘Home’ with the University of Sussex (Professor Russell King - £440,000 http://www.sussex.ac.uk/migration/research/current/secondgenerationreturn
2006 EU European Network of Experts in the Social Sciences of Education and Training (NESSE) set up by the Institut National De Recherche Pedagogique, Lyon, £1,300,000.
2003 - 2007 Learning Lives: Learning, Identity and Agency in the Life Course’,ESRC Teaching & Learning Research Programme. with G. Biesta & F. Macleod, University of Exeter; J. Field, University of Stirling; P. Hodkinson, University of Leeds), http://www.tlrp.org/proj/phase111/biesta.htm - £1.2 million
2003-2008 Professional Knowledge in Education and Health (PROFKNOW); Restructuring Work and Life Between State and Citizens in Europe – University of Brighton – UK, University of Gothenburg - Sweden, National and Kopodistorian University of Athens - Greece, University of Joensuu – Finland, University of Barcelona - Spain, University of the Azores – Portugal, St. Patrick’s College, Dublin City University – Ireland, University of Stockholm – Sweden. £1 million. http://cordis.europa.eu/result/rcn/51693_en.html
1998 - 2003 The Spencer Foundation, USA ‘Change Over Time? ‘A Study of Culture, Structure, Time and Change in Secondary Schooling’ $520,000.00 (with A. Hargreaves)
1995 - 1998 Social Science and Humanities Research Council of Canada, ‘Cultural Negotiation of Minority Students and Teachers’ $130,000.00 (with D. Thiessen)
1994- 1996 Social Science and Humanities Research Council of Canada, ‘Comparative Case Study of Co-operative Education in High School, College and University’ $54,000.00 (with P. Medway)
1993 - 1996 Social Science and Humanities Research Council of Canada, ‘Institutionalizing Vocationalism: Curriculum Change at London’s H.B. Beal Technical and Commercial High School, 1940-1980’ $120,000.00
1993 - 1996 Social Science and Humanities Research Council of Canada, ‘The Changing World of Teaching’ $75,000.00 (with A. Hargreaves) and $10,000.00 OSTF
1992 - 1995 Social Science and Humanities Research Council of Canada, ‘Racial/Ethnocultural Minority Teachers’ Lives’ $101,000.00
1992 - 1993 Employment and Immigration Council, Schools of the Future, Innovations and Programme Grant - $14,075.00 (with A. Hargreaves)
1992 Professional Action and Cultures of Teaching, Ontario Public School Teachers Federation - $10,000.00 (with A. Hargreaves)
1990 - 1993 Social Science and Humanities Research Council of Canada Network Grant, ‘Transition from School to Work’ $63,000.00 (with R. Coulter)
1989 - 1992 Ministry of Colleges and Universities, ‘Community College Induction Project’ $100,139.00
1989 - 1992 Social Science and Humanities Research Council of Canada, ‘Origins and Destinations: Curriculum and Change at an Ontario Vocational High School, 1900-1940’ $100,039.00
1989 - 1993 Ministry of Education, ‘Curriculum, Context and Computers’ $1,000,089.00
1989 - 1990 Dean’s Discretionary Fund $10,000.00. Internal R&D Fund, $1,400.00
1986 - 1989 University Excellence Fund, $30,000.00, Beal School Study 1890-1940, $80,000.00
1983 - 1986 European Commission and European Educational Research Trust, European Education Perspectives (Schools Unit), £78,000
1979 - 1983 European Commission, European Curriculum Network, £250,000
1977 - 1981 European Cultural Foundation, Europe in the School Project, £107,000
1975 - 1977 Leverhulme Trust, Environmental Education Study, £93,000 (with R.W. West and A. Horton)




PUBLICATIONS


Books

Goodson, I. F (2015) Narrativas em Educacao: A vida e a voz dos Professores. Porto: Porto Editora
Goodson, I. F (2014) The Politics of Curriculum and Schooling. Educational Science Press: Beijing, China.
Goodson, I. F (2014) Investigating the Teacher’s Life and Work. Educational Science Press: Beijing, China.
Goodson, I. F (2014) Curriculum, Personal Narrative and the Social Future. London and New York: Routledge.
Goodson I. F., & Gill, S. (2014) Critical Narrative as Pedagogy, London and New York: Bloomsbury Publishing.
Goodson, I.F (2013) Developing Narrative Theory: life histories and personal representation. London and New York: Routledge.
Goodson, I. F, Loveless, A., & Stephens, D. (Eds.) (2012) Explorations in Narrative Research. Rotterdam Boston and Taipei: Sense Publishers.
Goodson, I. F., Ball, S. J., & Maquire, M. (Eds.) (2012) Education, Capitalism and the Global Crisis, London and New York Routledge.
Goodson, I. F & Christopher J Anstead (2011) The life history of a school. New York: Peter Lang.
Goodson, I. F (2011) Life politics: conversations about education and culture. Rotterdam Boston and Taipei: Sense Publishers.
Goodson, I. F., with Biesta, G. J. J., Field, J., & Macleod, F. et al (2011) Improving learning through the lifecourse. London and New York: Routledge.
Goodson, I. F., & Gill, S. (2011). Narrative Pedagogy. New York: Peter Lang.
Goodson, I. F., & Lindblad, S. (Eds.). (2010). Professional knowledge and educational restructuring in Europe. Rotterdam Boston and Taipei: Sense.
Goodson, I. F. (2010). Through the schoolhouse door.  Rotterdam Boston and Taipei: Sense Publishers.
Goodson, I. F., Biesta, G., Tedder, M., & Adair, N. (2010). Narrative Learning. London and New York: Routledge.
Goodson, I. F. (2009). Developing professional knowledge about teachers. Hangzhou: Zhehiang University Press.
Goodson, I. F. (2008). As políticas de currículo e de escolarização. Editora Vozes:  Rio de Janeiro, Brazil, 2008.
Goodson, I. F. (2008). Investigating the teacher’s life and work. Rotterdam Boston and Taipei: Sense.
Goodson, I. F. (2007). Politicas do conhecimento:  Vida e trabalho docente entre saberes e instituições, (Organizaçâo e tradução:  Raimundo Martins e Irene Tourinho). Brazil: Coleção Desenrêdos.
Goodson, I. F. (2007). Professional knowledge, professional lives. Beijing: Beijing Normal University Press.
Goodson, I. F. (2007). Professionel viden. Professionelt liv: Studier af uddannelse og forandring. Denmark: Frydenlund.
Goodson, I. F., Ball. S., & Maguire. S. (Eds.) (2007). Education, globalisation and new times An English Heritage series. London and New York: Routledge.
Goodson, I. F. (2006). Life history in educational settings, Goodson & Sikes. Japan: P. Koyoshuto.
Goodson, I. F. (2005). Learning, curriculum and life politics:  The selected works of Ivor F. Goodson.  Abingdon: Taylor and Francis.
Goodson, I. F. (2003). Väd är professionell kunskap?  Förändrade värdingar av lärares yrkesroll. Sweden: Studentlitteratur.
Goodson, I. F. (2003). Life history and professional development: Stories of teachers’ life and work, with U. Numan. Lund: Studentlitteratur.
Goodson, I. F. (2003). Professional knowledge, professional lives: Studies in education and change. Open Maidenhead and Philidelphia: University Press.
Goodson, I. F. (2003). Estudio del curriculum: Casos y métodos. Buenos Aires: Amorrortu Editores.
Goodson, I. F. (2002). Cyber spaces/social spaces: Culture clash in computerized classrooms, with M. Knobel, C. Lankshear, M. Mangan (Ed.). New York: Palgrave Macmillan.
Goodson, I. F. (2001). Life histories of teachers: Understanding life and work. Japan: Koyo Shobo.
Goodson, I. F. (2001). The birth of environmental education. P.R. China East China: Normal University Press.
Goodson, I. F. (2001). Currículo em mudança: Estudos na construção social do currículo. Portugal: Porto Editora.
Goodson, I. F., & Sikes, P.  (2001) Life history research in educational settings: Learning from lives. Buckingham and Philadelphia: Open University Press.
Goodson, I. F. (2001). Currículo: Teoria e história, 4th Edn. Petrópolis, Brazil: Editora Vozes.
Goodson, I. F. (2001). Opetussuunnitelman tekeminen: Esseitä opetussuunnitelman ja oppiaineen sosiaalisesta rakentumisesta. Finland: Joensuu University Press.
Goodson, I. F., Biddle. B. J., & Good. T. L. (Eds.). (2000). La enseñanza y los profesores, III, La reforma de la enseñanza en un mundo en transformación. Barcelona: Ediciones Paidós Ibérica.
Goodson, I. F. (2000). Livshistorier – kilde til forståelse av utdanning. Bergen, Norway Fagbokforlaget.
Goodson, I. F. (2000). El Cambio en el currículum. Spain: Ediciones Octaedro.
Goodson, I. F. (1999). Currículo: Teoria e história. 3rd Edn. Spain: Editora Vozes: Petrópolis.
Goodson, I. F., Anstead. C., & Mangan. J. M.  (1998). Subject knowledge: Readings for the study of school subjects. London and Washington D. C.: Falmer Press.
Goodson, I. F. (1998). Currículo: Teoria e história, 2nd Edn.  Petrópolis, Brazil: Editora Vozes.
Goodson, I. F. Biddle. B., & Good, T.  (Eds.) (1998). An international handbook of teachers and teaching. Vol 1. Kluwer.
Goodson, I. F. Biddle. B., & Good, T.  (Eds.) (1998). An international handbook of teachers and teaching. Vol 2. Kluwer.
Goodson, I. F. (1997). A construçâo social do currículo. Lisboa, Portugal: EDUCA.
Goodson, I. F. (1997). The changing curriculum: Studies in social construction. New York:  Peter Lang.
Goodson, I. F., & Marsh. C. (1996). Studying school subjects: A guide. London and Washington, D.C: Falmer Press.
Goodson, I. F. (1996). Att stärka lärarnas röster: Sex essäer om lärarforskning och lärar-forskarsamarbete. Stockholm: HLS Förlag.
Goodson, I. F., & Hargreaves. A. (Eds.) (1996). Teachers’ professional lives. London, New York and Philadelphia: Falmer Press.
Goodson, I. F. (1995). The making of curriculum: Collected essays. 2nd Edn.  London, New York and Philadelphia: Falmer.
Goodson, I. F. (1995). Currículo: Teoria e história, 1s t  Edn.  Editora Vozes: Petrópolis, Brazil.
Goodson, I. F. (1995). Historia del currículum: La construcción social de las disciplinas escolares. Barcelona, Spain: Ediciones Pomares-Corredor.
Goodson, I. F. (1994). Studying curriculum: Cases and methods. Open University Press, Buckingham/Teachers College Press / in Australia by George Allen & Unwin.
Goodson, I. F., & Coulter, R. P. (Eds.). (1993). Rethinking vocationalism: Whose work/life is it? Our Schools/Our Toronto: Selves Education Foundation.
Goodson, I. F., Anstead, C. (1993). Through the schoolhouse door: Working papers. Toronto: Garamond.
Goodson, I. F. (1993) School subjects and curriculum change, 3rd Edn. London, New York and Philadelphia: Falmer.
Goodson, I. F. (Ed.). (1992). Studying teachers’ lives. London and New York: Routledge.
Goodson, I. F., Walker. R. (1991). Biography, identity and schooling. London, New York and Philadelphia: Falmer.
Goodson, I. F., & Medway, P. (Eds.). (1990). Bringing English to order. London, New York and Philadelphia: Falmer.
Goodson, I. F., & Ball, S. (Eds.). (1989). Teachers’ lives and careers. 2nd Ed. London, New York and Philadelphia: Falmer/Open University, Open University Set Book Edition.
Goodson, I. F., Milburn, G., & Clark. R. (Eds.). (1989).  Reinterpreting curriculum research: Images and arguments. London, New York and Philadelphia: Althouse Press and Falmer.
Goodson, I. F. (1988). The making of curriculum: Collected essays. London, New York and Philadelphia: Falmer.
Goodson, I. F. (Ed.). (1988). International perspectives in curriculum history, new paperback edition. London and New York: Routledge.
Goodson, I. F. (1987). School subjects and curriculum change, Extended and Revised Edn. London, New York and Philadelphia: Falmer.
Goodson, I. F. (Ed.). (1987). International perspectives in curriculum history. London, Sydney and Dover, New Hampshire: Croom Helm.
Goodson, I. F. & Ball. S. (Eds.). (1985). Teachers lives and careers. London, New York and Philadelphia: Falmer.
Goodson, I. F. (Ed.). (1985). Social histories of the secondary curriculum: Subjects for study. London, New York and Philadelphia: Falmer.
Goodson, I. F., & McGivney. V. (1985).  European dimensions and the secondary school curriculum. London, New York and Philadelphia: Falmer.
Goodson, I. F. & Ball. S. (Eds.). (1984). Defining the curriculum: Histories and ethnographies. London, New York and Philadelphia: Falmer.
Goodson, I. F. (1983). School subjects and curriculum change, London, Sydney and Dover, New Hampshire: Croom Helm.

Chapters in Books

Goodson, I. F (2015) La historia de vida. Educacion y Biographicas: Perspectivas Pedagogicas y Sociologicas Actuales.Barcelona: Editorial UOC.
Goodson, I. F (2015) Vidas de aprendizaje. Un ejemplo. Educacion y Biographicas: Perspectivas Pedagogicas y Sociologicas Actuales.Barcelona: Editorial UOC.
Goodson, I. F (2014) O future da democracia social e o desenvolvimento de uma nova politica de educacao. A Escola Como Objeto de Estudo. Brazil: Capes.
Goodson, I. F (2014) Estudiando el cambio en el curriculum y las reformas educativas. In Universidad y Socieda del Conocimiento. 99-142. Santiago de Compostela: Universidade de Santiago de Compestela.
Goodson, I. F. & Rudd, T. (2014) ‘Studying historical periodization: towards a concept of refraction’ in T. Teodoro and M .Guilherme (Eds.) European and Latin American higher education between mirrors, Rotterdam, Boston and Taipei: Sense. https://www.sensepublishers.com/media/1919-european-and-latin-american-higher-education-between-mirrors.pdf
Goodson, I. F., (2012) ‘Times of educational change: towards an understanding of patterns of historical and cultural refraction’, In S. Ball, M. Maquire and I Goodson (Eds.) Education, Capitalism and the Global Crisis, London and New York Routledge. http://www.routledge.com/books/details/9780415693424/
Goodson, I. F. (2012) Case study and the contemporary history of education. In  J. Elliot & N. Norris (Eds.) Curriculum, pedagogy and education research: The work of Lawrence Stenhouse. London and New York: Routledge. http://www.routledge.com/books/details/9780415664561/
Goodson, I. F., & Gill, S. (2011) Life history and narrative methods.  In B. Somekh & C. Lewin (Eds.) Theory and methods in social research, 2nd edition. Los Angeles, London, New Delhi, Singapore, Washington DC: Sage. http://www.sagepub.com/books/Book234021?siteId=sage-us&prodTypes=any&q=somekh&fs=1
Goodson, I. F. (2009). Listening to professional life stories:  some cross-professional perspectives. In  Helle Plauborg & Simon Rolls, (Eds.) Teachers’ career trajectories and work lives,3, 203-210. Dordrecht, Heidelber, London and New York: Springer.
Goodson, I. F., (2009). Personal history and curriculum study. In E. Short & L. Waks (Eds.) Leaders in curriculum studies:  Intellectual Self-Portraits, 91-104. Rotterdam, Boston and Taipei: Sense.
Goodson, I. F. (2009).  L’interrogation des réformes éducatives: la contribution des etudes biographiques en education.  In Jean-Louis Derouet & Marie-Claude Derrout-Bresson (Eds.) Repenser la justice dan la domaine de l’éducation et de la formation, 311-330. Berlin, Bruxelles, Frankfurt am Main, New York, Oxford, Wein: Peter Lang.
Goodson, I. F. (2008). Procesos sociohistóricos de cambio curricular, In A. Benacot and C. Braslavsky (Eds.) El conocimiento escolar en una perspectica histórica y comparativ:  cambios de currículos en la educatión Primaria y Secudaria’ in Perspecticas en Educatión.  
Goodson, I. F. (2008). Schooling, curriculum, narrative and the social future.  In Sugrue. C (Ed.) The future of educational change:  International perspectives.  123-135. Routledge:  Abingdon.
Goodson, I. F. (2008). The pedagogic moment:  Searches for passion and purpose in education. In At Sætte spor en vandring fra Aquinas til Bourdieu – æresbog til Staf Callewaert. Denmark: Forlaget Hexis.
Goodson, I. F. (2006). Socio-historical processes of curriculum change. In A. Benavot & C. Braslavsky (Eds.) School knowledge in comparative and historical perspective: Changing curricula in primary and secondary education, Comparative Education Research Centre. Hong Kong:  The University of Hong Kong [ISBN 987-962-8093-52-6].
Goodson, I. F. (2005). ). Change processes and historical periods: An international perspective. In W. Veugelers & R. Bosman (Eds.) De strijd om het curriculum (The struggle around the curriculum) Antwerpen/Apeldoorn: Garant (series sociology of education).
Goodson, I. F. (2004). Change processes and historical periods: An international perspective. In C. Sugrue (ed.) Curriculum and ideology: Irish experiences international perspectives. Dublin: The Liffey Press.
Goodson, I. F. (2002). Afterword - international educational research: content, context, and methods. In L. Bresler & A. Ardichvili (Eds.) Research in international education: experience, theory, & practice’, Vol. 180, 297-302. New York: Peter Lang[ISBN 0-8204-5215-7]
Goodson, I. F. (2001). Basil Bernstein F. 1925-2000. In J. Palmer (Ed.), Fifty modern thinkers on education: From Piaget to the present, 161-9. London and New York: Routledge.
Goodson, I. F. (2000). Foreword - contextualizing the curriculum.  In B. Adamson, T. Kwan, K.K. Chan (Eds.) Changing the curriculum: The impact of reform on primary schooling in Hong Kong, xv-xvi. Aberdeen, KH: Hong Kong University Press.
Goodson, I. F. (2000). Curriculum contests: environmental studies versus geography. In S. Ball (Ed.) The sociology of education: major themes. London and New York: Routledge [Hb: 0-415-19812-7].
Goodson, I. F. (2000). Professional knowledge and the teacher’s life and work. In C. Day, A. Fernandez, T. E. Hauge and J. Møller (Eds.), The life and work of teachers: International perspectives in changing times. London and New York: Falmer Press [ISBN 0-750-70944-8].
Goodson, I. F. (1999). Schulfächer und ihre geschichte als gegenstand der curriculumforschung im angelsächsischen raum. In I. Goodson, S. Hopmann and K. Riquarts (Eds.), Das schulfach als handlungsrahmen: vergleichende untersuchung zur geschichte und funktion der schulfächer, 29-46.  Böhlau Verlag GmbH & Cie: Köln, Weimar, Wien, Böhlau [ISBN 3-412-04295-1].
Goodson, I. F. (1999) Entstehung eines schulfaches in I Goodson, S Hopmann and K Riquarts (eds), Das schulfach als handlungsrahmen: Vergleichende untersuchung zur geschichte und funktion der schulfächer, 151-76. Böhlau Verlag GmbH & Cie: Köln, Weimar, Wien, Böhlau [ISBN 3-412-04295-1].
Goodson, I. F. (1999).  A crise da mudança curricular: algumas advertências sobre iniciativas de reestruturação . In L. Peretti and E. Orth (Eds.), Século XXI: Qual Conhecimento?Qual Currículo?, 109-126.  Petrópolis, Brazil: Editora Vozes [ISBN 85.326.2202-X] .
Goodson, I. F. (1999). Representing teachers.  In M. Hammersley (Ed.) Researching school experience: Ethnographic studies of teaching and learning. London and New York: Falmer Press [ISBN 0-7507-0914-6].
Goodson, I. F. (1998).  Education as a practical matter: Some issues and concerns. In C. Sugrue (Ed.) Restructuring initial teacher education: A focus on pre-service and induction at primary level. Dublin:  St Patrick’s College [ISBN 1-872327-18-4].
Goodson, I. F., (1997). Holding on together: Conversations with Barry. In P. Sikes and F. Rizvi (Eds.) Researching race and social justice education - essays in honour of Barry Troyna. Staffordshire: Trentham Books.
Goodson, I. F. (1997).  Action research and the reflexive project of selves/ In S Hollingsworth (Ed.) International action research: A casebook for educational reform. London and Washington: Falmer Press.
Goodson, I. F. (1997).Trendy theory and teacher professionalism. In A. Hargreaves and R. Evans (Eds.) Beyond educational reform, Open University Press.
Goodson, I. F. (1997). New patterns of curriculum change. In A Hargreaves (Ed.) A handbook of educational change, Kluwer.
Goodson, I. F. (1997). Storying the self. In W Pinar (Ed.) New Curriculum Identities.  Westview.
Goodson, I. F. (1997). The life and work of teaching. In B. Biddle, T. Good and I. Goodson (Eds.) A handbook of teachers and teaching, Vols 1 and 2. Kluwer.
Goodson, I. F. (1997). Writing for Bjorg Gundem: On curriculum form. In B. Karseth, S. Gudmundsdottir and S. Hopmann (Eds.), Didaktikk: Tradisjon og fornyelse: Festskrift til bjorg bradntzaeg gundem, 35-51. Norway: University of Oslo, Institute for Educational Research.
Goodson, I. F. (1996). Representing teachers: bringing teachers back in. In M. Kompf (Ed.) Changing research and practice: Teachers professionalism, identities and knowledge. London and New York and Philedelphia: Falmer Press.
Goodson, I. F. (1996). Studying the teacher’s life and work. In J. Smyth (Ed.), Critical discourses on teacher development. Cassell.
Goodson, I. F. (1996). The personal and political. In T. Tiller, A. Sparkes, S. Karhus & F. Dowling Naess (Eds.) Reflections on educational research: The qualitative challenge. Landas, Norway: Caspar Forlag A/S.
Goodson, I. F. (1996). Scrutinizing life stories: Storylines, scripts and social contexts. In D, Thiessen, N, Bascia and I, Goodson (Eds.) Making a Difference About Difference, 123-138.  Canada: Garamond Press: Canada.
Goodson, I. F. (1995).  Materias excolares y la construccion del curriculum: Texto y contexto. In J. G. Minguez & M. Beas (Eds.) Libro de texto y construccion de materiales curriculares, 183-199. Granada, Spain: Proyecto Sur de Ediciones S.A.L.
Goodson, I. F. (1955). A nation at rest: The contexts for change in teacher education in Canada. In  N. K. Shimahara and I. Z. Holowinsky (Eds.) Teacher education in industrialized nations, 125-153. New York and London: Garland Press.
Goodson, I. F., & Walker, R. (1995). Telling tales. In H. McEwan and K. Egan (Eds.) Narrative in teaching, learning, and research, 184-194. New York: Teachers College Press.
Goodson, I. F. (1995).  The context of cultural inventions: learning and curriculum.  In P. Cookson and B. Schneider (Eds.) Transforming schools, 307-327. New York and London: Garland Press.
Goodson, I. F. (1995). Basil Bernstein and aspects of the sociology of the curriculum, 121-136. In P. Atkinson, B. Davies and S. Delamont (Eds.) Discourse and reproduction. Cresskill, New Jersey: Hampton Press.
Goodson, I. F. (1995). A genesis and genealogy of British curriculum studies. In A. Sadovnik (Ed.) Knowledge and pedagogy: The sociology of Basil Bernstein. Norwood, NJ: Ablex.
Goodson, I. F., (1993). ‘Un pacte avec le diable’ ou des elements de reflexion a l’intention des formateurs de maitres In L’universite et le milieu scolaire: partenaires en formation des maitres, Actes du troisieme colloque, 3-21. Montreal: Universite McGill, 19-20 November.
Goodson, I. F. & Cole (1993). Exploring the teacher’s professional knowledge. In D. McLaughlin and W.G. Tierney (Eds.) Naming silenced lives, 71-94. London and New York: Routledge.
Goodson, I. F. (1992).  Studying teachers’ lives: An emergent field of inquiry.  In I. F. Goodson (Ed.) Studying teachers’ lives, 1-17.  London and New York: Routledge.
Goodson, I. F. (1993). Sponsoring the teachers voice.  In M. Fullan and A. Hargreaves (Eds.) Understanding teacher development.  London: Casell & New York: Teachers College Press.
Goodson, I. F. (1992). Studying teachers’ lives: Problems and possibilities. In I. F. Goodson (Ed.) Studying Teachers’ Lives, 234-249, London and New York: Routledge.
Goodson, I. F. (1992). Laroplansforskning: mot ett socialt konstruktivistiskt perspektiv. In S. Selander (ed) Forskning om Utbildning, 136-155, Stockholm/Skane: Brutus Ostlings Bokforlag Symposion.
Goodson, I. F. (1992). Dar voz ao professor: As historias de vida dos professores e o seu desenvolvimento profissional. In A. Novoa (Ed.) Vidas de professores, coleccao ciencias da educacao. Portugal, Porto Editora.
Goodson, I. F. (1992). Nations at risk and national curriculum: Ideology and identity. In J. Lynch, C. Modgil and S. Modgil (Eds.) Equity or excellence? Education and cultural reproduction, 199-213. Cultural Diversity and the Schools Volume 3, London, New York and Philadelphia: Falmer.
Goodson, I. F. (1990). Curriculum reform and historical amnesia. In R. Moon (Ed.) New curriculum - national curriculum. Hodder and Stoughton.
Goodson, I. F. (1990). Tornando-se uma matéria acadêmica: padrões de explicaçâo e evolução’. In T. Tadeu da Silva (Ed.), Teoria & Educaçâo, No. 2, 230-54, Porto Alegre, Brazil.
Goodson, I. F., & Medway. P. (1990). Introduction. In I. F. Goodson and P. Medway (Eds.) Bringing English to order, vii-xv. London, New York and Philadelphia: Falmer.
Goodson, I. F. (1990). National curriculum: Ideology and identity. In Studies in education. London, New York and Philadelphia: Falmer.
Goodson, I. F. (1990). Why study school subjects. In H. Haft and S. Hopmann (Eds.) Case studies in curriculum administration history, 81-90.
Goodson, I. F., & Dowbiggin. (1990). Commonalities in the history of school subjects in psychiatry. In S. Ball. (Ed.) Foucault and education, 105-192S. Ball, (Ed.), Routledge and Kegan Paul.
Goodson, I. F. (1990). Teachers’ lives. In J. Allen and J. Goetz Qualitative Research in Education, 150-160. Atlanta.
Goodson, I. F. (1989). Understanding/undermining hierarchy and hegemony – a critical introduction to A. Hargreaves Curriculum and Assessment Reform, 1-14. Milton Keynes & Philadelphia: Open University Press.
Goodson, I. F. (1988). Three curricular traditions and their implications.  In R. Dale, R. Fergusson and A. Robinson (Eds.) Frameworks for teaching, 217-219. London: Hodder and Stoughton.
Goodson, I. F. (1988).  Beyond the subject monolith. In A. Westoby (Ed.) Culture and power in educational organizations, 181-197. Milton Keynes & Philadelphia: Open University Press.
Goodson, I. F. (1988). Putting life into educational research. In R. Webb and R. Sherman (Ed.) Qualitative studies in education, pp. 110-122. London, New York and Philadelphia: Falmer Press.
Goodson, I. F. (1985).  History context and qualitative method. In R.C. Burgess (Ed.) Strategies for educational research. London, New York and Philadelphia: Falmer Press.
Goodson, I. F., & Ball. S. (1985). Understanding teachers: Concepts and contexts. In S. Ball and I. Goodson (Eds.) Teachers’ lives and careers. London and Philadelphia: Falmer Press.
Goodson, I. F. (1985). Towards curriculum history. In I. F. Goodson (Ed.) Social histories of the secondary curriculum: subjects for study. London and Philadelphia: Falmer Press.
Goodson, I. F. (1985). Subjects for study: Case studies in curriculum history. In I. F. Goodson (Ed.) Social histories of the secondary curriculum: Subjects for study, London and Philadelphia: Falmer Press.
Goodson, I. F. (1984). Beyond the subject monolith. In P. Harling (Ed.) New directions in educational leadership. London, New York and Philadelphia: Falmer Press.
Goodson, I. F. (1984). Subjects for study. In I. Goodson and S. Ball (Eds.) Defining the curriculum. London, New York and Philadelphia: Falmer Press.
Goodson, I. F. (1984). Becoming an academic subject.  In I. Goodson (Ed.) Social histories of the secondary curriculum: Subjects for study. London, New York and Philadelphia: Falmer Press.
Goodson, I. F. (1984).Defining a subject for the comprehensive school: A case study. In S. Ball (Ed.) Comprehensive schooling: A reader. London, New York and Philadelphia: Falmer Press.
Goodson, I. F. (1983). Defining and defending the subject. In A. Hargreaves and M. Hammersley (Eds.) Sociology of curriculum practice. London, New York and Philadelphia: Falmer Press.
Goodson, I. F. (1983). Life histories and teaching. In M. Hammersley (Ed.) The ethnography of schooling, Nafferton.
Goodson, I. F. (1980). History 13-16 in L. Stenhouse (Ed.) Curriculum research and development in action. Heinemann.
Goodson, I. F. (1978). New views of history: From innovation to implementation.  In A. Dickinson and P. Lee (Eds.) History teaching and historical understanding. Heinemann.
Goodson, I. F. (1977). Evaluation and evolution.  SAFARI Occasional Paper No. 4, University of East Anglia.
Goodson, I. F., & Walker, R. (1977). Jokes in the classroom. In P. Woods (Ed.) School experience, Croom Helm.
Goodson, I. F. (1976). Towards an alternative pedagogy. In M. F. D. Young and G. Whitty (Eds.) explorations in the sociology and politics of school knowledge. Nafferton.
Goodson, I. F. (1975). Urban Studies. In C. Martin and K. Wheeler (Eds.) New insights in environmental education. Oliver and Boyd, September.


Technical Reports

Goodson, I. F., Biesta, G., Field, J. Hodkinson. P., & Macleod, F.  (2008). Learning lives: Learning, identity and agency in the life course. The Economic Research Council [Reference: RES-139-25-0111].
Goodson, I. F. (1999). Studying the teacher’s life and work. In P. Kansanen (Ed.), In Discussions on some educational issues VIII, Research Report, Volume 204. Helsinki, Finland: Department of Teacher Education, University of Helsinki [ISBN 951-45-8293-4/ISSN 0359-4203].
Goodson, I. F., & Mangan, J. (1991). An Alternative Paradigm for Educational Research’, from the project ‘Studying Teacher Development’. London, Ontario: Faculty of Education, University of Western Ontario.
Goodson, I. F. (1991). Studying teacher’s lives: problems and possibilities. From the project Studying Teacher Development, London, Ontario: Faculty of Education, University of Western Ontario.
Goodson, I. F. (1991). Curriculum and context, 147. In Volume 1 of the Summative Report from the project Curriculum and context in the use of computers for classroom learning. (Ed.) with J. M. Mangan, & V. A. Rhea. London, Ontario: Faculty of Education, University of Western Ontario.
Goodson, I. F. (1991).  The use of computers for classroom learning, Volume 2 of the Summative Report from the project Curriculum and context in the use of computers for classroom learning. (Ed.) with J. M. Mangan, & V. A. Rhea.  London, Ontario: Faculty of Education, University of Western Ontario, 202.
Goodson, I. F. (1991). Closing the circle: conclusions and recommendations, Volume 3 of the Summative Report from the project Curriculum and context in the use of computers for classroom learning. (Ed.) with J. M. Mangan, & V. A. Rhea. London, Ontario: Faculty of Education, University of Western Ontario, 172.
Goodson, I. F. (1991). Classroom cultures and the introduction of computers, Interim Report #5 from the project Curriculum and context in the use of computers for classroom learning. (Ed.) with J. M. Mangan, & V. A. Rhea, London, Ontario: Faculty of Education, University of Western Ontario, 228.
Goodson, I. F. (1990). Induction of community college instructors, from the Interim Report of the project Studying teacher development with C. Fliesser and A. Cole, London, Ontario: Faculty of Education, University of Western Ontario, 50-56.
Goodson, I. F. (1990). Illuminative evaluation of classroom computing, Interim Report #3 from the project Curriculum and context in the use of computers for classroom learning. (Ed.) with J. M. Mangan, & V. A. Rhea, London, Ontario: Faculty of Education, University of Western Ontario, p. 182.
Goodson, I. F. (1990). Teacher development and computer use in schools, Interim Report #4 from the project Curriculum and context in the use of computers for classroom learning. (Ed.) with J. M. Mangan, & V. A. Rhea, London, Ontario: Faculty of Education, University of Western Ontario, 125.
Goodson, I. F. (1989). Research strategy for computers in education, Interim Report #1 from the project Curriculum and context in the use of computers for classroom learning. (Ed.) with J. M. Mangan, & V. A. Rhea, London, Ontario: Faculty of Education, University of Western Ontario, 174.
Goodson, I. F. (1989).  Emergent themes in classroom computing, Interim Report #2 from the project Curriculum and context in the use of computers for classroom learning. (Ed.) with J. M. Mangan, & V. A. Rhea, London, Ontario: Faculty of Education, University of Western Ontario, 178.

Monographs

Goodson, I. F., Biesta, G. J. J., Tedder, M. and Adair, N. (Eds.). (2008). Learning from life: The role of narrative, Learning Lives summative working paper. University of Stirling: The Learning Lives project.
Goodson, I. F., Müller, J., Hernández, F., Sancho, J., Creus, A., Muntadas, M., Larrain, V., & Giro, X. (2006). European schoolteachers’ work and life under restructuring: Professional experiences, knowledge and expertise it changing context for the ProfKnow Consortium.
Goodson, I. F., & Norrie, C. (2005). (Eds.). A literature review of welfare state restructuring in education and health care in European contexts: Implications for the teaching and nursing professions and their professional knowledge for the ProfKnow Consortium.
Goodson, I. F., & Mangan, M. (Eds.). (1991). Qualitative studies in educational research: Methodologies in transition, RUCCUS Occasional Papers. University of Western Ontario, 1, 334.
Goodson, I. F., & Mangan, M. (Eds.). (1991). Computers, classrooms, and culture: Studies in the use of computers for Classroom Learning, RUCCUS Occasional Papers. University of Western Ontario, 2,315.
Goodson, I. F., & Mangan, M. (Eds.). (1992). History, context, and qualitative methods in the study of education, RUCCUS Occasional Papers. University of Western Ontario, 3, 279.
Goodson, I. F. (1989). Sredyn’s Curriculum, Occasional Paper No.  44. Faculty of Education, University of Alberta.
Goodson, I. F., Oonk., H & Scurati, C. (1984). Curriculum models on European education, CEVNO Alkmaar, Netherlands.

Journal Articles


Rudd, T. & Goodson, I. F (2016) Refraction as a Tool for Understanding Action and Educational Orthodoxy and Transgression, Revista Tempos e Espaços em Educação: Curriculum, Orthodoxy and Transgression. v. 9, n. 18 (2016), Janeiro-Abril
Goodson, I. F. (2016) ‘The journey of school knowledge in high school and the concept of refraction’. Pro-posições.
Goodson, I. F. (2015) ‘The Five R’s of Educational Research’, Power and Education, 1-6.
Goodson, I. F. (2015) ‘Context, Curriculum and Professional Knowledge’ in History of Education: Journal of History of Education Society, Vol. 43, No. 6, 768–776, http://dx.doi.org/10.1080/0046760X.2014.943813
Goodson, I. F. (2014) Curriculum, Narrative and the Social Future. The Japanese Journal of Curriculum Studies. The Japanese Journal of Curriculum Studies. Vol. 23. pp. 63-74.
Goodson, I. F. (2014) ‘Curriculum Narrative and the Social Future’ in The Japanese Journal of Curriculum Studies, 23 (3), 63-75.
Blake, J., Sterling, S., and Goodson, I.F. (2013) ‘Transformative Learning for a Sustainable Future: An Exploration of Pedagogies for Change at an Alternative College’ in Sustainability 5(12), 5347-5372, http://www.mdpi.com/2071-1050/5/12/5347
Goodson, I. F. & Rudd, T. (2012) Developing a Concept of `Refraction': Exploring Educational Change and Oppositional Practice, Education Practice and Theory, 34(1), 5-24.
Goodson, I. F., Groot, I., & Veugelers. W. (2013) Bridging the gap between young people’s civic selves and theoretical positions on democratic citizenship education, Curriculum and Teaching, 27(1), James Nicholas Publishers.
Goodson, I. F. & Schostak, J., (2012). What’s Wrong with Democracy at the Moment, and Why it Matters for Research and Education. Power and Education, 4 (3).
Goodson, I. F. (2010). Times of educational change: towards an understanding of patterns of historical and cultural refraction. Journal of Educational Policy, 25(6), 767-775.
Goodson, I. F., Muller. J., Norrie. C., & Hernandez. F. (2010). Restructuring teachers’ work-lives and knowledge in England and Spain. Compare:  A Journal of Comparative and International Education, 40(3), 265-277 May.
Goodson, I. F. (2009). Developing life and work histories of teachers. Journal of Applied Research in Education, 13, 1-13, November.
Goodson, I. F., & Deakin Crick. R.  (2009). Curriculum as narration: Tales from the children of the colonised. Curriculum Journal, Taylor and Francis: London and New York.
Goodson, I. F. (2009). Les Enseignants de demain : Perspective Anglo-Saxonne sur la restructuration des vies professionnelles et des connaissances des enseignants du primaire, by  Ivor Goodson et Caroline Norrie in Des Ensiegnants pour demain, Education et Societes, edited by Patrick Rayou,  n° 23(1), 153-168.
Goodson, I. F., & Pik Lin Choi. J. (2008). Life history and collective memory as methodological strategies:  Studying teacher professionalism. Teacher Education Quarterly,35(2), Spring, 5-28.
Goodson, I. F. (2007). Questionando as reformas educativas: A contribuição dos estudos , biográficos na educação. (Dossiê Temático : Em Multiplicidades nomeia-se currículo, organizado por Antonio Carlos Amorim), Pro Posições, 8, No 2(53), p. 17-38, maio/agosto.
Goodson, I. F. (2007). Currículo, narrativa e o futuro social. Revista Brasileira de Educação 12(35), maio/agosto.
Goodson, I. F. (2007). All the lonely people:  The struggle for private meaning and public purpose in education. Critical Studies in Education, 48(1), March, 131-148.
Goodson, I. F. (2006). The reformer knows best, destroying the teacher's vocation. Forum, 48(3), 253-259.
Goodson, I. F., & Hargreaves, A. (2006). The rise of the life narrative. Teacher Education Quarterly, 33(4), 7-21, Fall.
Goodson, I. F., & Hargreaves, A. (2006). Educational change over time?  The sustainability and non-sustainability of three decades of secondary school change and continuity. Educational Administration Quarterly, 42, 39-41.
Goodson, I. F., Moore. S., & Hargreaves. A. (2006). Teacher nostalgia and the sustainability of reform:  The generation and degeneration of teachers' missions, memory, and meaning. Educational Administration Quarterly, 42(1), 42-61.
Goodson, I. F. (2005). The exclusive pursuit of social inclusion. Forum, 47(2), 145-150.
Goodson, I. F. (2004). Onderwijsvernieuwers vergeten de leerkracht. didaktief, Jaargang 34(3), Maart.
Goodson, I. F. (2003). Hacia un desarrollo de las historias personales y profesionales de los docentes. Revista Mexicana de Investigacion Educativa, VIII(19),  September-December.
Goodson, I. F., & Numan, U. (2002). Teacher’s life worlds, agency and policy contexts. Teachers and Teaching: Theory and Practice, 8(3/4), 269-77, August/November.
Goodson, I. F. (2002). La personalidad de las reformas. Cuadernos de Pedagogía, No.319, 34-37, December.
Goodson, I. F. (2002). De la historia al futuro: Nuevas cadenas de cambio Entrevista a Ivor Goodson. Revista Páginas de la Escuela de Ciencias de la Educación U.N.C., 2(2) y3, 9-17, Córdoba, September.
Goodson, I. F. (2002). Un curriculum para una sociedad democrática y plural Entrevista con…Ivor Goodson.  KIKIRIKI-62/63, 25-30, September 2001/February.
Goodson, I. F. (2001). Med livet som innsats (faktor), Bedre Skole: Norsk Lærerlags Tidsskrift for Pedagogisk Debatt. Oslo. No. 1, 49-51.
Goodson, I. F., & Foote, M. (2001). Testing times: A school case study with M. Foote. Education Policy Analysis Archives, 9(2), January.  (http://epaa.asu.edu/epaa/v9n2.html).
Goodson, I. F. (2001). Social histories of educational change, Journal of Educational Change, 2(1), 45-63.
Goodson, I. F. (2001). The story of life history: Origins of the life history method in sociology. IDENTITY: An International Journal of Theory and Research, 1(2), 129-42.
Goodson, I. F. (2000). The crisis of curriculum change. Taboo: The Journal of Culture and Education, 4(2), 109-123, Fall-Winter.
Goodson, I. F. (2000). La mediación es el mensaje. La revista del IICE, IX(17), 53-61, December.
Goodson, I. F. (2000). Developing chains of change. Resources in Education, ERIC, Issue RIEDEC00, I.D: 442 718.
Goodson, I. F. (2000). Recuperar el poder docente. Cuadernos de Pedagogía, No. 295, 44-9, Barcelona, October.
Goodson, I. F. (2000). The principled professional. Prospects, UNESCO, Geneva, January.
Goodson, I. F. (2000). Life histories and professional practice. Curriculum and Teaching, 16(1).
Goodson, I. F. (1999). Professionalism i reformtider. Pedagogiska Magasinet, No. 4, 6-12, December.
Goodson, I. F., & Baraldi V. (1999). Entrevista, Ivor Goodson with V. Baraldi. Revista El Cardo, UNER.
Goodson, I. F., & Adlandsvik, R. (1999). Møte med Ivor F. Norsk PEDAGOGISK ttidsskrift, 82(2) 96-102.
Goodson, I. F. (1999).The educational researcher as a public intellectual. British Educational Research Journal, 25(3).
Goodson, I. F. (1998). Preparing for post-modernity: Storying the self. Educational Practice and Theory, 20(1), 25-31.
Goodson, I. F., & Fliesser. C. (1998). Exchanging gifts: Collaboration and location. Resources in Education, February.
Goodson, I. F., & Anstead. C. (1998). Heroic principals and structures of opportunity: Conjoncture at a vocational high school. International Journal of Leadership in Education, 1(1), 61-73, January.
Goodson, I. F. (1997). Action research and the reflective project of self.  Taboo, The Journal of Culture and Education, Spring.
Goodson, I. F., Cookson. P.  Jnr., & Persell. C (1997). Distinction and destiny. Discourse 18(2).
Goodson, I. F. (1997). Trendy theory and teacher professionalism. Cambridge Journal, Spring.
Goodson, I. F. (1997). Representing teachers. Teaching and Teacher Education: An International Journal of Research and Studies, 13(1).
Goodson, I. F. (1996). Towards an alternative pedagogy. In S. Steinberg and J. Kincheloe (Eds.) Taboo, The Journal of Culture and Education, Fall.
Goodson, I. F., & Mangan, J. M. (1996). New prospects/new perspectives: A reply to Wilson and Holmes. Interchange, 27(1), 71-77.
Goodson., & Mangan, J. M. (1996). Exploring alternative perspectives in educational research. Interchange, 27(1), 41-59.
Goodson, I. F., Sikes. P., & Troyna, B. (1996). Talking lives: A conversation about life. Taboo: The Journal of Culture and Education, 1, 35-54, Spring.
Goodson, I. F., & Mangan, J. M.  (1996). Computer literacy as ideology. British Journal of Sociology of Education. 17(1).
Goodson, I. F. (1996). Curriculum contests: Environmental studies versus geography, Environmental Education Research, 2(1), 71-88.
Goodson, I. F. (1995). Storying the self: Life politics and the study of the teacher’s life and work.  Resources in Education, ERIC, Issue RIEJAN96, I.D: 386 454.
Goodson, I. F., & Mangan, J. M. (1995). Developing a collaborative research strategy with teachers for the study of classroom computing. Journal of Information Technology for Teacher Education, 4(3), 269-286.
Goodson, I. F., & Mangan, J. M.  (1995). Subject cultures and the introduction of classroom computers. British Educational Research Journal, 21(5), 587-612, Dec.
Goodson, I. F. (1994). The story so far: Personal knowledge and the political. Resources in Education, ERIC Issue RIEMAR95, I.D.: ED 376 160.
Goodson, I. F., & Mangan, J. M.  (1995). Developing a collaborative research strategy with teachers for the study of classroom computing. Journal of Information Technology for Teacher Education, 4(3), 269-287.
Goodson, I. F., & Fliesser, C. (1995). Negotiating fair trade: Towards collaborative relationships between researchers and teachers in college settings. Peabody Journal of Education, 70(3), 5-17.
Goodson, I. F., & Anstead. C. (1995). Schooldays are the happiest days of your life. Taboo: The Journal of Culture and Education, 11, Fall, 39-52.
Goodson, I. F. & Anstead, C. (1995). The historical study of the curriculum. Curriculum and Teaching, 10(2), 33-44.
Goodson, I. F. (1995). The story so far: Personal knowledge and the political. The International Journal of Qualitative Studies in Education, 8(1), 89-98.
Goodson, I. F. (1995). Education as a practical matter. Cambridge Journal of Education, 25(20), 137-148.
Goodson, I. F. (1995). A genesis and genealogy of British curriculum studies. Curriculum and Teaching, 9(1), 14-25.
Goodson, I. F. (1994). From personal to political: Developing sociologies of curriculum. The Journal of Curriculum Theorizing, 10(3), 9-31.
Goodson, I. F. (1994). Qualitative research in Canadian teacher education: Developments in the eye of a vacuum. International Journal of Qualitative Studies in Education, 7(3), 227-237.
Goodson, I. F. (1994). Studying the teacher’s life and work. Teaching and Teacher Education, 10(1), 29-37.
Goodson, I. F., & Fliesser, C. (1994). Exchanging gifts: Collaborative research and theories of context. Analytic Teaching, 15(2).
Goodson, I. F., & Cole. A. (1994). Exploring the teacher’s professional knowledge. Teacher Education Quarterly, 21(1), 85-106, Winter.
Goodson, I. F. (1993). The Devil’s bargain. Education Policy Analysis Archives (electronic journal), 1(3).
Goodson, I. F. (1993). Forms of knowledge and teacher education in P. Gilroy and M. Smith (ed.). International Analyses of Teacher Education, Jet Papers 1, Abingdon, Oxfordshire: Carfax.
Goodson, I. F., & Anstead. C. (1993). Structure and mediation: glimpses of everyday life at the London technical and commercial high school, 1920-40.  American Journal of Education, 102(1), 55-79.
Goodson, I. F. (1993). On explaining curriculum change with C. Anstead. The Curriculum Journal, 4(3), 403-420.
Goodson, I. F., & Anstead. C. (1993). Subject status and curriculum change: Commercial education in London, Ontario, 1920-1940.  Paedagogica Historica, XXIX(2), 459-481.
Goodson, I. F. (1993). John Willinsky’s The triumph of literature/the fate of literacy: English in the secondary school curriculum.  Historical Studies in Education, 5(1), 165-166.
Goodson, I. F., & Mangan. J. M. (1993). Computers in schools as symbolic and ideological action: the genealogy of the ICON. The Curriculum Journal, 3(3), 261-276.
Goodson, I. F. (1992). School subjects: patterns of stability. Education Research and Perspectives, 19(1), 52-64, June.
Goodson, I. F. (1992). Investigating schooling: from the personal to the programmatic. New Education, 14(1), 21-30.
Goodson, I. F. (1992). School subjects: The context of cultural inventions. Curriculum & Teaching, 7(2), 47-58.
Goodson, I. F. (1992). On curriculum form. Sociology of Education, 65(1), 66-75, January.
Goodson, I. F. (1991). Nations at risk and national curriculum. Section in: Handbook of the American Politics of Education Association, 219-232.
Goodson, I. F. (1991). Vocational Education and School Reform with I. Dowbiggin.  History of Education Review. 20(1), 39-60.
Goodson, I. F. (1991). School Subjects: Patterns of Change. Curriculum and Teaching, pp. 3-11.
Goodson, I. F. (1991). La construccion del curriculum: Posibilidades y ambitos de investigacion de la historia del curriculum. Revista de Educacion on Curriculum History I(295), 7-37, August.
Goodson, I. F., Apple, M., & Meyer. J. (1991). Sociology of curriculum.  Sociology of Education Special Issue, pp. 63, January.
Goodson, I. F. (1991). Sponsoring the teacher’s voice. Cambridge Journal of Education, 21(1), 35-45.
Goodson, I. F. (1990). Zur sozialgeschichte der schulfacher.  Bildung und Erziehung, December, 379-389.
Goodson, I. F. (1990). Nations at risk.  Journal of Education Policy, Politics of Education Association Yearbook, 219-232.
Goodson, I. F. (1990). Studying curriculum: Towards a social constructionist prospective. Journal of Curriculum Studies, 299-312, July/August.
Goodson, I. F. (1990). Subjects for study: Research agenda.  Journal of Curriculum and Supervision, 5(3), 260-268.
Goodson, I. F. (1990). Laronplansforskning: mot ett socialt konstruktivistiskt perspektiv.  Forskning om utbildning, 1, 4-18.
Goodson, I. F. Curriculum history: Knowledge and professionalization. Curriculum and Teaching, 5(1 & 2), 3-13, 1990.
Goodson, I. F. (1990). A social history of subjects. Scandinavian Journal of Educational Research, 34(2), 111-121, Fall.
Goodson, I. F. (1989). Docile bodies: Commonalities in the history of psychiatry and schooling. Qualitative Studies in Education, 298-307, December.
Goodson, I. F. (1989). Curriculum reform and curriculum theory: A case of historical amnesia, Cambridge Journal of Education, 131-141, July.
Goodson, I. F. (1987). On understanding curriculum: The alienation of curriculum theory. Curriculum Perspectives, 7(2), 41-47.
Goodson, I. F. (1987). Tomkins’ common countenance: A review. History of Education, 17.
Goodson, I. F. (1986). Geoff Whitty’s sociology and school knowledge: A review. Journal of Education Policy, 1(2), 204-205.
Goodson, I. F. (1986). Stuart’s first year.  New Era, August.
Goodson, I. F. (1985). Towards a history of curriculum. History of Education Society Bulletin, 35, 47-53.
Goodson, I. F. (1983). Subjects for study: Aspects of a social history of curriculum. Journal of Curriculum Studies. Autumn.
Goodson, I. F. (1982). European cooperation in education: Historical background and contemporary experience. European Journal of Teacher Education, Summer.
Goodson, I. F. (1981). Becoming an academic subject. British Journal of Sociology of Education, Summer.
Goodson, I. F. (1980-81). Life histories and the study of schooling. Interchange, 11(4).
Goodson, I. F. (1983). New curriculum development and the autonomy of the student. Transcript, November.
Goodson, I. F. (1975). The teacher’s curriculum and the new reformation. Journal of Curriculum Studies, November.
Goodson, I. F. (1975). The A.E.B. world history project: One schools experience. Teaching History, May.
Goodson, I. F. (1973). The role of history in an urban study. Teaching History, November, 1973.
Goodson, I. F. (1973). Developing Contexts for Autonomous Learning.  Forum, May, 1973.


Chapters in Encyclopedia
Goodson, I. F. (2002). Curriculum History, in D. Levinson, P. Cookson, A. Sadovnik, Education and Sociology: An Encylopedia. 133-150. London and New York: Falmer.
Goodson, I. F., & Foote, M.  (2001). Testing Times: A School Case Study, Schooling and Standards in the U.S.: An Encyclopedia.
Goodson, I. F. (1990). Social History of School Subjects, Section in International Encyclopedia of Education, Supplementary Volume 2, 543-547, Fall.  Pergamon Press.


INTERNATIONAL PRESENTATIONS



Keynote SPCE Conference, Lisbon, 25th-27th January, 2016 http://www.spce-conference2016.pt/2/program_678647.html

Keynote ‘Curriculum and Control’, presented at the 7th Scientific Conference on the History of Education at the Conference and Cultural Centre of the University of Patras, Greece, June 27-30, 2014.


Seminar for the Erasmus intensive program ‘Education for Democratic Intercultural Education’, University of Barcelona, Sunday May 25 – Saturday June 7, 2014, Organised by EDIC Network (coordination University of Humanistics Utrecht).

Seminar at the University of Porto ‘Research on Curriculum, Narrative and the Political’, 21 October 2013 Future http://sigarra.up.pt/fpceup/pt/noticias_geral.ver_noticia?P_NR=14196

Keynote ‘Curriculum Studies in Europe’ at the European Conference on Curriculum Studies, University of Minho, Portugal, 18 , 19 Oct 2013 http://webs.ie.uminho.pt/euroacs/

Keynote: ‘Biography and Life Story’ at the Georg Eckert Institute Summer School International Summer School for Young Scholars at The Georg Eckert Institute for International Textbook Research (GEI) ‘Actors, Discourses, Practices New Perspectives from the Social Sciences and Cultural Studies for Research on Textbooks and Other Educational Media’, 23-27 September 2013, Braunschweig, Germany www.gei.de/en/news/latest-news/news-details/article/dritte-internationale-summer-school-zur-bildungsmedienforschung-am-gei.html

Two Keynotes: ‘Narrative Research’ at the ‘Narrative Theory and Research Seminar’, University of Agder, Kristiansand, Norway, 25-26 June 2013.
http://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=1&ved=0CC8QFjAA&url=http%3A%2F%2Fwww.uia.no%2Fno%2Fcontent%2Fdownload%2F345757%2F6697277%2Ffile%2Fbrosjyre_narrativeseminar_052013.pdf&ei=ipHmUbD9Eaia0AXD84DgCw&usg=AFQjCNEdRwQWB5RIrEaoocjL3e-yf-sX0g&sig2=iNhft9090UYg9G3oRifxNA&bvm=bv.49405654,d.d2k

Seminars and course teaching, University of Talinn, Estonia, 19 June - 26 June, 2013.

Seminar ‘Refraction in Educational Policy. Challenging the Neo-Liberal Agenda’ at the Erasmus Intensive Program, ‘Education for Democratic Intercultural Citizenship (EDIC)’ at the University for Humanistic Studies in Utrecht, Netherlands, May 27-7 June 2013. http://www.uvh.nl/edic/partners

Seminars and course teaching, University of Tallinn, Estonia, 22 March-5 April 2013.

Keynote, ‘Developing a Conceptual Framework for Narrative Research in Education’ at The First International Cyprus Congress of International Research, for the Cyprus Education Research Association, Kyrenia, Cyprus, 6-9 December 2012.

Keynote, ‘Perspectives On Curriculum Studies’, 18 March, 2011 at The IV Conferência Internacional de Estudos Curriculares’, Universidade do Minho, Portugal

Keynote, University of Karlstad, Sweden, ‘Professional Knowledge and Professional Life Narratives’, 24-25 November 2010.

Seminar, Universidade Lusófona de Humanidades e Tecnologias, Campo Grande, Lisbon, 19-22 July 2010.

Key note, ‘Studying Curriculum Change and Educational Reform’, Santiago de Compostela University, Spain, 15-16 July 2010.

Keynote, ‘European Perspectives on Educational Reform’ for the 15th Annual Education Conference, Brunei, University of Brunei Darussalam, 24-27 May 2010.

Lecture entitled ’Developing theories of narrative: a report of research in progress’, Uppsala University, Sweden, April 2010.

Lecture entitled ‘'Developing a Theory of Narrativity’, October 2009,University of Bergen, Norway.

Keynote, ‘Developing life and work histories of teachers’, Tokyo Gakugei University, Japan 11, January 2009.

Keynote, ‘Becoming a teacher: comparative studies of teacher reforms in other Western countries’, Hiroshima University, Graduate School of Education, Japan, 8 January 2009.

Lecture entitled, ‘Developing a theory of narrativity’, October 2009, University of Bergen, Norway.

Keynote Presentation at a symposium on ‘Professional Knowledge and Professional Lives’, University of Braga, 23-28 October 2008.

Presented ‘Live your Myth in the Homeland and your Labyrinth in Culture:  blurred identities, fuzzy boundaries and the portrayal of (post)modern (meta)diasporic lives’ at the 7th European Urban and Regional Studies Conference, Istanbul, 18-21 September 2008.

Presented, ‘The Pedagogic Moment:  Searches for Passion and Purpose in Education’ at the 36th Congress of the Nordic Educational Research Association, March 6 – 8, 2008 in Copenhagen.

Presented, ’Investigating the Life and Work of Teachers’, University of Minho, Portugal, 29 November 2007.
Presented ‘Learning, Curriculum and Life Politics’ at the Honorary Doctorship ceremony, Göteborg University, Sweden19-20 October, 2007.

Presented ‘Finding our story:  Sequences and Dispositions in Learning Theory’ at the ECER Conference in Ghent, Brussels – Contested Qualities of Educational Research, September 2007.

Keynote speech, The Sociology of Curriculum, Nanjing Normal University, China, 25 May 2007.

Presented, ‘The Life History Studies of Teachers’, Nanjing University, China, 23 May 2007.

Presented, ‘The Sociology of Curriculum’, Nanjing University, China, 22 May 2007.

Keynote speech at the 13th International Conference Forum of Taiwan Sociology of Education, ‘The Socio-cultural Significance of Place, Community and Educational Praxix’ in Pingtung, Taiwan, 18-19 May 2007.

Presented, National Pingtung University of Education, Taiwan 17 May 2007.

Presented, National Taiwan Normal University, Taiwan,16 May 2007.

Keynote speech, ‘New Narratives in Curriculum and Education’ at the IX Congresso da Sociedade Portuguesa de Ciências da Educação, Madeira Tecnopolo/Universidade da Madeira Campus Universitário da Penteada – Funchal, 26-28 April 2007.

Key note lecture, ‘Curriculum as Prescription or Narration Conference of the ESREA Network on Life History and Biography, Roskilde University, Denmark, March 1st-4th 2007.

Lecture – ‘Curriculum and Life History Perspective’ at the University of Campo Grande, Brazil, 4 October 2006.

Key note lecture for the workshop on ‘School Subject History’ and one-day workshop at the Federal University of Rio de Janeiro, Brazil 9 October 2006.

Key note address, ‘Developing New Perspectives on Curriculum’ at the Brazilian Educational Research Association in Caixambu, Brazil, 12-18 October 2006.

Key note address on ‘Life History and Narrative’ to a one-day workshop on narrative methodologies at the University of Campinas, Brazil 19-20 October 2006.

Presentation on ‘Time, Space, and Change’ at the European Conference on Educational Research (ECER 2006) at the University of Geneva, 13-16 September 2006.

Presentations, ‘The individualized society and its implications for education’ and ‘Narrative inquiry and the new modes of narrative construction at the University of Boras, Göteborg University, 15-18 August 6 2006.

Presentation, ‘Curriculum, Narrative and the Social Future at an International Symposium, entitled Figuring and Reconfiguring Research, Policy & Practice: New Directions for Educational Change? St Patrick’s College, Drumcondra, Dublin 9, Wednesday July 5th to Saturday 8th 2006.

Key Note Lecture, ‘Curriculum, Narrative and Social Future’, Second World Curriculum Conference, Tampere, Finland, 21-24 May 2006.

Presentation, ‘Interrogating Educational Reforms:  The Contribution of Biographical Studies in Education, ‘Repenser la justice dans le domaine de l'éducation et de la formation’, INRP, Université de Lyon, May 2006.
Key note lecture on ‘The Rise of the Narrative’, ESREA Life History and Biography Conference in Volos, Greece, March 2006.

Presentation and workshop. ‘Developing Life History’ & ‘Professional Life Politics’, CVU Midt Vest, Denmark, Feb 2006.

Narrative Capital and Narrative Learning. Paper given to a workshop at the University of Viborg in November 2004.   This paper was considerably extended in doctoral classes given at the University of Barcelona in a course on life stories during the period January to July 2005.

Keynote speaker, ‘Life History as a Post Modern Device’, Finnish Educational Research Association Conference, University of Helsinki, Finland, 20 November 2003.

Keynote address, the Sociology of Education conference, ‘Struggle around the Curriculum’, Amsterdam, The Netherlands, 12 November 2003.

Guest speaker, The Agency for School Improvement, Stockholm, Sweden, 16 October 2003.

Presentation, ‘Curriculum Histories: Continuities and Contingencies’, at the symposium ‘Focus on Curriculum: International Perspectives on Curriculum History, Curriculum Construction and Enactment and Theory Building’, European Educational Research Association (EERA) annual conference, Hamburg, 17- 20 September 2003.

Guest speaker, Dublin seminar on Equality and Access to Third Level Education, ‘Renegotiating Access in Dublin Institutions’, hosted by the Dublin Employment Pact, including a panel with the Minister of Employment, Dublin, 8 - 9 May 2003.

Keynote speaker, ‘Teachers’ Responses to New Educational Reforms: An International Perspective’, presented at the ESAI-NCCA conference, Curriculum Contestation, Dublin, February 2003.

Invited professorial lecturer at the Centre for Research and International Collaboration, ‘Teachers’ Responses to Standard-based Reform: an international perspective’, HK Institute of Education (HKIEd), Hong Kong, January 2003.

Four seminars at the British Council: ‘The Personality of Change’; ‘Patterns of Educational Change’; ‘Studying the Teacher’s Life and Work’; ‘Undertaking Life History Studies’, HK Institute of Education (HKIEd), Hong Kong, January 2003.

Guest speaker, ‘Ecoles, Curriculum et enseignants’, by invitation of the Journal, Education et Sociétés: Revue internationale de sociologie de l’éducation, held at the Institut National de Recherche Pédagogique, Paris, December 2002.

Invited professorial lecture at the Nordic Ethnography network workshop, ‘Life History, Identity and Educational Settings’, Department of Education, University of Uppsala, Sweden, November 2002.

Invited professorial lecture at the international conference, Places of Education in Competition: Approaches of Discipline, Leucorea, Lutherstadt Wittenberg, June 2001.

Guest speaker, ‘Narratives as research tools for life and work history in educational settings’, Luleå University of Technology, Luleå, Sweden, 2001.

Discussant at the American Educational Research Association, ‘Theoretical and Methodological Issues in International Education Research’, Seattle, Washington, April 2001.

Participant at the American Educational Research Association, ‘The Personality of Change’, Seattle, Washington, April 2001.

Participant at the American Educational Research Association, ‘Teaching Technologies, Learning “Cultures”: The Impact of Globalizing Educational Technologies’, Seattle, Washington, April 2001.

Invited speaker, ‘Change and Professional Biography’, presented at the Symposium on Itineraries of Educational Change, University of Barcelona, Spain, March 2001.

Invited guest lecture, ‘The Personality of Change’, presented at the Conference on Social Geographies of Educational Change: Contexts, Networks and Generalizability, University of Barcelona, Spain, March 2001.

Invited guest lecture, ‘Scrutinising Life Stories’, Faculty of Education, University of Oulu, Finland, May 2000.

Invited guest lecture, ‘Developing Life Histories’, Graduate School in Education, Tampere, Finland, May 2000.

Discussant at the American Educational Research Association, ‘Power, Politics and Policies: Continuity and Change in Irish Educational Reforms’, New Orleans, Louisiana, April 2000.

Participant at the American Educational Research Association, ‘Change Over Time?: Longitudinal approaches to Investigating Educational Reform’, New Orleans, Louisiana, April 2000.

Invited professorial lecture, ‘Chains of Curriculum Change’, Department of Education, University of Barcelona, Spain, March 2000.

Invited professorial lecture, ‘Life History Research on Professions’, Department of Education, Høgskolen i Bodo, Norway, February 2000.

Invited guest opening lecture, ‘Chains of Educational Change’, presented at the Life History Research Conference, HiNT, LU, Nord-Trondelag College, School of Education, Levanger, Norway, February 2000.

Invited professorial lecture, ‘Developing Life Histories’, presented at the seminar for researchers in the National Research Project, NTNU, Institute of Education and Teacher College, Trondheim, Norway, February 2000.

Invited professorial lecture, ‘Developing Curriculum Change Strategy’, University of Cordoba, Buenos Aires, Argentina, November 1999.

Keynote lecture at the three day seminar, ‘Understanding Change and Development’, University of Cordoba, Buenos Aires, Argentina, November 1999.

Keynote address at the international conference on curriculum restructuring, ‘The Coming Crisis of Curriculum: Strategies for Change and Development’, Porto Alegre, Brazil, July 1999.

Invited professorial lecture at the international conference, USP Federal University of Sao Paulo, ‘Understanding School Reform: New Restructuring Initiatives’, July 1999.

Invited professorial lecture at the international conference, Between Effectiveness and Social Responsibility: School in the Social Context, Martin-Luther University Halle-Wittenberg, Berlin, June 1999.

Invited professorial lecture, ‘Teaching as a Profession’, University of Bergen, Norway, May 1999.

Invited keynote lecture on Teaching as a Profession, Institute of Pedagogy and Practice, University of Bergen, Norway, May 1999.

Keynote address at the international conference on school development strategies, models and practice at the Stockholm Institute of Education, ‘Educational Change and Teachers’ Professionalism’, March 1999.

Onwell professorial lecture, ‘The Crisis of Educational Reform’, University of Hong Kong, February 1999.

Keynote address at the international conference on Teacher Professionalism, Chinese University of Hong Kong, January 1999.

Keynote speaker at the conference at the American Educational Research Association, ‘Modes of Educational Change’, San Diego, April 1998.

Zainal Ghani Memorial Lecture as Foundation Lecture for Malaysian Educational Research Association, Penang, March 1998.

Invited Keynote Lecturer at the 26th Nordic Conference of Educational Research, ‘The Crisis of Educational Change and the Paradox of Progressivism’, Lahti, Finland, 12-16 March 1998.

Invited Visiting Lecturer at the University of Helsinki, ‘Teacher Professionalism and the Teachers Life’, Helsinki, Finland, 16 March 1998.

Lecture on ‘Professionalisation of Curriculum’, University of Lisbon, Portugal, December 1997.

Keynote address at The Interdisciplinary Seminar on Professional Studies, ‘Curriculum History: A Study in Professionalisation’, University of Bergen, Norway, July 1997.

Keynote address at The Interdisciplinary Seminar on Professional Studies, ‘The Teachers Life and Work’, University of Bergen, Norway, July 1997.

Invited Keynote Lecture at the Finnish Graduate School Research Workshop, Mekriijarvi Research Station, University of Joensuu, Finland, June 1997.

Keynote Speaker at The International Congress on Sociology of Education, ‘The Teachers Life and Work and Teacher Professionalism’, University of Joensuu, Finland, June 1997.

Invited Keynote Lecture at the 6th National Conference in Educational Research, funded by the Research Council of Norway, ‘The Life and Work of Teaching’, University of Bergen, May 1997.

Keynote Speaker at The 6th National Conference in Educational Research, in collaboration with the International Network PACT (Professional Actions and Cultures of Teaching), The Life and Work of Teaching’, Oslo, Norway, May 1997.

Discussant at The 6th National Conference in Educational Research, Plenary A:, ‘Perspectives on Teacher Professionalsim in Different National Contexts’, Oslo, Norway, 1997.

Presenter at American Educational Research Association (with C Fliesser), ‘Exchanging Gifts: Collaboration and Location’, Chicago, 1997.

Featured Speaker at American Educational Research Association, ‘Ethical Issues in Qualitative Research’, Chicago, 1997.

Featured Speaker at American Educational Research Association, ‘Whatever Happened to Curriculum History?: A State of the Field Report at the Close of the Century’, Chicago, 1997.

Featured Speaker at American Educational Research Association, ‘Curriculum as Cultural Invention’, New York, 1996.

Keynote Address at the Restructuring Initial Teacher Education Symposium, St. Patrick’s College, Drumcondra, Ireland, ‘Initial Teacher Education as a Practical Matter: Some Issues & Concerns’, March, 1996.

Featured Speaker at the Education Knowledge and School Curricula Conference, The Hebrew University of Jerusalem, ‘The Context of Cultural Inventions: Learning and Curriculum’, December, 1995.

Keynote Speaker at the 7th Biennial Conference of the International Study Association on Teacher Thinking, Brock University, St. Catherine’s, ‘Representing Teachers: Some Thoughts on Forms of Representation’, July - August, 1995.

Featured Speaker at American Educational Research Association, ‘Storying the Self’, San Francisco, 1995.

Featured Speaker at American Educational Research Association, ‘Scrutinizing Stories’, New Orleans, 1994.

Featured Speaker at American Educational Research Association, ‘Preparing for Postmodernity: Storying the Self’, New Orleans, 1994.

Featured Speaker at American Educational Research Association, ‘Reinventing the Square Wheel: Curriculum as Mechanical Obedience’, New Orleans, 1994.

Featured Speaker at Norwegian National Curriculum Forum ‘New Perspectives for Curriculum Inquiry’, Norway, February 1994.

Invited Speaker at the Institute for Educational Research, University of Oslo, presented three papers: ‘Studying Curriculum: A Social Constructionist Perspective’, ‘Studying Curriculum: Problems and Possibilities’, ‘Studying Curriculum: A New Approach’, February 1994.

Keynote address, Conference on Life Histories and Curriculum, University of Sports, Oslo, March 1994.
Invited Speaker at Curriculum Texts Conference, University of Granada, Spain. ‘School Subjects and the Making of Curriculum: Text and Context’, March, 1994.

Invited Speaker at the RISE Conference, Rutgers, New Jersey, ‘A Nation at Rest: Contexts for Change in Teacher Education in Canada’, November, 1993.

Invited Address at the 45th Sociology of Education Conference held at the Women’s University Tokyo, October, 1993; lecture on ‘The Attack on the Faculties of Education’ at the Kyoto University, October, 1993; lecture on ‘The Construction and Politics of Curriculum’ at Nagoya University, October, 1993; lecture on ‘The Politics of Curriculum Research’ at Sendai University, October, 1993; and a lecture on ‘Curriculum Form: Towards a theory of curriculum’ at Tokyo University, October, 1993.

Invited Speaker at the International Institute of Sociology, 100 ans de Sociologie Retrospective et Prospective Conference, ‘Forms of Workplace Knowledge and Teacher’s Education’, Paris, June 1993.

With Ardra Cole, at American Educational Research Association, ‘Exploring the Teacher’s Professional Knowledge’, Atlanta, 1993.

Invited Speaker at American Educational Research Association, Invitation Session Division D, ‘Living Lives, Studying Lives, Writing Lives: An Educational Potpourri or Pot-au-feu’, Atlanta, 1993.

Keynote Speaker at the AQUFOM Conference, McGill University, Montreal, ‘Devil’s Bargain’, November, 1993.
Featured Speaker at American Educational Research Association, ‘Devil’s Bargain: Educational Research and the Teacher’, San Francisco, 1992.

Featured Speaker at American Educational Research Association, ‘Forms of Knowledge and Teacher Education’, San Francisco, 1992.

Keynote lecture at summer school on ‘Language, Culture and Schooling’, at McGill University, July, 1992.
Invited address, ‘Forms of Knowledge and Teacher Education’, Learned Societies Conference, Charlottetown, P.E.I., June 1992.

Featured Speaker at American Educational Research Association, ‘A Genesis and Genealogy of British Curriculum Studies’, Chicago, 1991.

American Educational Research Association, ‘Studying Teachers’ Lives: Problems and Possibilities’, Chicago, 1991.

Invited address as International Visiting Scholar, ‘Studying Curriculum as Cultural Invention’, Sociology Department, Stanford University, California, March 1991.

Invited address as Honorary Visiting Professor, ‘Computers as Symbolic Action’, Centre for Educational Studies, King’s College London, November 19, 1990.

‘Studying Teachers’ Lives’, American Educational Research Association, Boston, April 1990.

Invited address as Designate Distinguished Visiting Professor, ‘Teachers’ Life Histories’, University of Rochester, February 1990.

Invited Speaker, ‘Sponsoring the Teacher’s Voice’, Qualitative Research Conference, University of Georgia, January, 1990.

‘Collaborative Modalities in Teacher Research’, American Educational Research Association, San Francisco, March, 1989.

Keynote Speaker, ‘Towards a Social Constructionist Perspective’, Nordic Association of Educational Research, University of Uppsala, March 1989.

Invited address, ‘Teachers’ Life Histories and Studies of Curriculum and Schooling’, University of Umea, March 1989.

Invited Speaker, ‘Educational History as Curriculum History’, ‘Teachers’ Lives and Careers’ and ‘Curriculum History: Some Theoretical and Methodological Aspects’, Institute of Education, Stockholm, March 1989.

Invited Speaker, ‘Studying Teachers’ Work’, Qualitative Research Conference, University of Georgia, January 1989.

Invited address, ‘Studying Teachers’ Lives’, Invitational Conference, Canadian Curriculum Association, Jasper Lodge, Alberta, June 1989

Invited address, ‘Traditions in Curriculum’, Ontario Institute for Studies in Education, November 1988.
Invited Speaker, ‘Curriculum History: Some Theoretical and Methodological Aspects’, University of Chaing Mai, Thailand, August 1988.

Invited address at Founding ‘Conference of Asia/Pacific Teacher Education Conference’, ‘The Life History of Teachers’, University of Bangkok, July 1988.

Invited address, ‘Teachers Lives and Careers’, ‘The Making of Curriculum’ University of Oslo, June 1988

Invited address, ‘Teachers Lives and Careers’, ‘The Making of Curriculum’ at University of Uppsala, Sweden, June 1988.

‘Biographical Praxis’ and ‘Curriculum and Efficiency: A Problem of Structured Inequality’, AERA, New Orleans, April 1988.

Invited address as Visiting Scholar in Sociology, ‘A History of the Concept ‘Curriculum’’, University of Warwick, February 1988.

‘Investigating Schooling: the Search for Method’ and ‘Curriculum Theory Reconsidered’, AERA, Washington, April 1987.

Invited address, ‘Etymologies of Curriculum’, University of Lethbridge, May 1987.

Invited Symposia as Distinguished Visiting Professor, ‘Introduction: Towards a Social History of the Curriculum’, April 22; ‘A History of History of Education in the United Kingdom: conflicting paradigms’, April 23; ‘Teachers Life Histories and curriculum history’, April 23; ‘History, context and qualitative methods’, April 29; ‘Defining a subject for the comprehensive school: a case study’, April 30; ‘Becoming a school subject: patterns of evolution and explanation’, April 30; ‘Defining and defending the subject: the battle between subjects’, May 2; ‘The micropolitics of curriculum evolution: a case study of subject at school level’, May 6; ‘The Making of Curriculum’, May 7, University of Auckland, April-May 1986.

‘On Writing Curriculum History’ and ‘Teachers Professional Life Cycle and School Improvement’, American Educational Research Association, San Francisco, April 1986.

Invited address, ‘Historical Studies of Curriculum’, Deakin University, Australia, March 1986.

Invited address, ‘Chariots of Fire: A History of Curriculum’, University of Monash, South Australia, March 1986.

Invited address as Visiting Professor, ‘History of Context of Curriculum’, Murdoch University, West Australia, February 1986.

‘Conflicting Paradigms in History and Education’, Address, Canadian History of Education Association, Halifax, October 1986.

Invited address, ‘Conflicting World Views’, Invitational Conference, Canadian Curriculum Association, New Brunswick, September 1986.

‘On Understanding Curriculum: The Alienation of Theory’, American Educational Research Association, Chicago, 1985.

Invited address, ‘History of Education: Conflicting Paradigms’, University of British Columbia, Summer 1985.

Invited address, ‘Curriculum Theory: A Historical Critique’, Seminar given with Elliot Eisner at the conference on Pedagogues and History, Institute of Educational Research, University of Oslo, Norway, 1984.

‘Defining a History of Curriculum’, American Educational Research Association, New Orleans, 1984.


NATIONAL PRESENTATIONS



Seminar: ‘Context, curriculum and professional knowledge’ Newman University and the University of Birmingham, 11 November 2014.

Keynote: ‘Curriculum and control, a recent history of patterns of curriculum change’ at DPR 14 - Research and Practice: Exchange and Change, Greenwich, 8-10 April 2014.

Keynote ‘Context, Curriculum and Professional Knowledge’ at the History of Education Society Annual Conference 2013, ‘Politics, Professionals and Practitioners’, 22nd-24th November 2013, Exeter.

Lecture with Dr. T. Rudd (University of Brighton), ‘Do universities serve a purpose today? Political action in different settings: The case of HE in Latin America’ 13 March 2013.

Keynote, ‘Developing Narrative Theory’, University of Nottingham 15 February 2013.

Keynote ‘Considering International Research’, University of Plymouth, 6 February 2013.

Keynote entitled ‘Studying Professional Knowledge’ at the University of Roehampton, 17 June, 2011.

Keynote entitled ‘Learning Lives’ at the University of Bristol’s ‘Brighton Festival of Education’, 7 June 2011.

An Introductory Talk at ‘The Symposium on Narratives, Context and Learning’ at the University of Brighton, Falmer, 16th-17th May 2011.

Keynote entitled ‘The Crisis of Social Democracy and its Relationship to Educational Research as Public Intellectual Work’ at the University of Plymouth’s ‘Discourse, Power, Resistance 10, Changing Education, 13-15 April 2011.

Keynote entitled ‘Developing Narrative Research’, at the Univeristy of Plymouth’s Research Lecture and Seminar Series, 30 March 2011.

‘What is the role of narrative in how people learn throughout their lives?’ at the 7th Biennial IABA Conference: 'Life Writing and Intimate Publics', University of Sussex, 28 June–1 July 2010.

‘Learning Lives and Educational Turning Points’, Centre for Life History and Life Writing, University of Sussex, 24 February 2009.

Keynote entitled ‘Styles of Narrative Learning’ at a the ‘Learning and Leadership for Social Sustainability’ seminar, University of Bristol, 28 April, 2008.

Lecture entitled 'New Perspectives in Educational Research' at St Mary's University College, London, 11 March 2008.

Lecture entitled ‘Understanding Professional Knowledge and Professional Learning’ at Roehampton University, 23 January 2008

Inaugural professorial lecture on ‘All the Lonely People: Education and the Search for Private Meaning and Public Purpose’ at Grand Parade, University of Brighton, 9th November 2004.

Seminar presentation on ‘Studying Educational Change’, at the Education Research Centre, University of Brighton, 10 December 2003.

Invited participant in working seminar, ‘Schooling and the Organisation of Knowledge: What’s National about the National Curriculum?’, at the Centre for Research in the Arts, Social Sciences and Humanities, University of Cambridge, October 2002.Invited guest speaker, ‘The Personality of Educational Change’, at the annual residential conference of East Sussex secondary and special school head teachers, Poole, January 2002.  

Keynote speaker, ‘The Three ‘Ms’ of Educational Change’, inauguration of the Centre for Educational Innovation, University of Sussex, December 2001.

Invited address, ‘The Personality of Change: Personal Missions and Professional Development’, presented at the inter-professional education and practice seminar series, Faculty of Health and Social Care, University of the West of England, October 2001.

Invited guest speaker, ‘The Personality of Educational Change’, at the staff research seminar, Education Research Centre, University of Brighton, October 2001.

Seminar presentation on ‘The Personality of Social Change’ at the CARE conference Applied Social Research: Method and Practice, School of Education and Professional Development, University of East Anglia, 23-24 July 2001.

Seminar presentation and session (with Pat Sikes) on ‘Doing Life Histories’ at the International Summer School, School of Education and Professional Development, University of East Anglia, July 2001.

Seminar presentation on ‘Life History and Professional Practice’, Education Research Centre, University of Brighton, June 2001.

Plenary session and invited address, ‘Educational Change and Personal Development’ at the Education Policy Research Centre, School of Education, University of Sheffield, February 2001.

Seminar presentation on ‘Re-thinking Educational Change Theories’, University of Exeter, January 2001.

Keynote address, ‘Chains of Change: how does educational change affect teachers’ aspirations and professional lives?’, and seminar ‘Educational change and teachers’ professional lives’, University of the West of England, December 2000.

Seminar presentation on ‘Developing Life Histories’ at the CARE conference Current Issues in Qualitative Research, School of Education and Professional Development, University of East Anglia, 24-25 July 2000.

Seminar presentation and session on ‘Life History Methods’ at the International Summer School, School of Education and Professional Development, University of East Anglia, July 2000.

Keynote presentation on ‘Life Histories and Professional Practice: Data in Process’, and discussant at a one day conference on Life Histories and Professional Practicfe, University of East Anglia, April 1999.

Seminar presentation on ‘Representing Teachers in Educational Research’, Roehampton Institute, London, January 1998.

Seminar presentation on ‘The Educational Researcher and Public Intellectual Life’, University of Sussex, December 1997.

Seminar presentation on ‘Curriculum History and Professionalism’, University of Cambridge, November 1997.
Lawrence Stenhouse Lecture at the British Educational Research Association Conference, ‘The Educational Researcher as a Public Intellectual’, University of York, September 1997.

Seminar presentation on ‘Teachers’ Life and Work’, City College Norwich, March 1997.
Invited address as Visiting Scholar in Sociology, ‘A History of the Concept Curriculum’, University of Warwick, February 1988.

Invited address, ‘History, Context and Qualitative Methods’ in the Study of Curriculum Conference: ‘Ethnography of Educational Settings’, SSHRC funded conference, Whitelands College, July 1983.

‘School Subjects for Study’, St. Hilda’s Conference on ‘School Subjects: Histories and Ethnographies’, Oxford, 1982.

‘The Defence of Geography’, St. Hilda’s Conference on Sociology of Curriculum, Oxford, 1981.


OTHER ACTIVITIES

1989 - present Executive Member for the Centre for Theory and Criticism
1993 - 1996 Member of University Awards Panel, SSHRC
1992 - 1994 SSHRC, Member of Awards Review Panel
1978 - 1986 Director, European Curriculum Network Executive, European
Development Education Network
1978 - 1986 Managing Editor, Exploring Europe
1978 - 1986 Joint Editor, Issues in Education and Training, Falmer Press
1977 - 1982 Executive Member, UK Centre for European Education
1975 - 1985 Chairman, Standing Advisory Committee on European Education,
Associated Examining Board
1975 - 1985 General Secretary, Regional Centre Standing Committee, UK
Education
1962 - 1965 University College, London - B.Sc. (Econ) Major
Areas of Research / Professional Expertise
Narrative Learning, Education Research, Teacher's lives and Careers, Teacher Professionalism.
Websites