ABSTRACT
Teachers’ and teacher educators’ capabilities to create and engage in humanising and meaningful learning and development with the participants and communities they serve underpins purposeful education practices and curricula. Such capabilities are constituent in establishing professional provenance in education. Effective educators draw on a myriad of pre-mediated knowledge and expertise, but in ways that respond to and sustain learners’ and communities’ ongoing development. The pivotal role of narrative in the project of establishing and sustaining professional provenance in education is presented in this chapter, together with a personal reflection on the importance and significance of Ivor Goodson’s work to the broader project of professional provenance in education. Goodson’s commitment to meaningful and humanising forms of education have characterised his life’s research and work, and this chapter, I hope, offers a brief insight into this contribution at a time when education nationally and globally is becoming increasingly prescriptive and dehumanised.
