Interview with Joyce Goodman
DOI:
https://doi.org/10.14516/ete.319Palabras clave:
Joyce GoodmanResumen
Professor Joyce Goodman is a powerhouse in scholarship on the history of education. On the faculty at The University of Winchester, she is perhaps known best for her scholarship on women and girls’ education, but she also has written on educational cinematography and transnational education. Professor Goodman has served in many different capacities at the university and in her scholarly associations. At Winchester, she was Assistant Vice-Chancellor, Pro-Vice- Chancellor, Dean of the Faculty of Education, Health and Social Care, and Director of Research and Knowledge Transfer. She was also co-editor of the journal History of Education, president of the History of Education Society (UK), and secretary for the International Standing Conference on the History of Education (ISCHE). She is an honorary life member of ISCHE and an honorary member of Network 17 (Histories of Education) of the European Educational Research Association.
Professor Goodman’s books include Social Change in the History of British Education (Routledge, 2008) with Gary McCulloch and William Richardson; Women and Education: Major Themes in Education (Routledge, 2011, four volumes) with Jane Martin; and Girls’ Secondary Education in the Western World (Palgrave 2010/2014) with James Albisetti and Rebecca Rogers. Her new book projects focus on women and international intellectual cooperation and women and comparative education. Professor Goodman has also published numerous articles and book chapters.
We first met around seven years ago, when we both were invited to serve on the advisory board for the Albert M. Greenfield Digital Center for the History of Women’s Education at Bryn Mawr College (USA). I have always marveled at Professor Goodman’s intellectual dexterity, as well as her keen insight around theory, in which she effortlessly draws on seemingly disparate constructs to evince new and provocative findings in the history of education. Likewise, she embraces the power of technology to advance her scholarly agenda and to support peers and junior scholars. It was an honour to have this opportunity to interview her and learn more about her scholarly trajectory as well as her view of the future of the history of gender in education.
Referencias
Anderson-Faithful, S. & Goodman, J. (Eds.) (2019). Turning and twisting histories of women’s education. Women’s history review, ifirst.
Albisetti, J., Goodman, J. & Rogers, R. (Eds.) (2010/2014). Girls’ secondary education in the western world from 18th to 20th centuries. New York: Palgrave.
Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Durham: Duke University Press.
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Cohen, C. (1999). Challenging orthodoxies: Toward a new cultural history of education. New York: Peter Lang.
de Coninck-Smith, N. (2019). Gender encounters university – university encounters gender: Affective ar-chives Aarhus University, Denmark 1928-1953. Women’s history review, first.
Dussel, I. (2015). Feminists in search of a postcolonial turn: Locating ourselves in the geopolitics of knowledge. Gender and education, 27(2), 95-97.
Dussel, I. (2019). Historicising girls’ material cultures in schools: Revisiting photographs of girls in uni-forms. Women’s history review, first.
Dyhouse, C. (1981). Girls growing up in late Victorian and Edwardian Britain. London: Routledge.
Goodman, J. (2019). Willystine Goodsell (1870-1962) and John Dewey (1859-1952): History, philosophy, and women’s education. History of education, in press.
Goodman, J., McCulloch, G., & Richardson, W. (Eds.) (2013). Social change in the history of British educa-tion. London: Routledge.
Grosvenor, I. (1999). «There’s no place like home»: Education and the making of national identity. History of education 28(3), 235-50.
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Hoel, A.S. & and van der Tuin, I. (2013). The ontological force of technicity: Reading Cassirer and Simondon diffractively. Philos. technol., 26, 187–202.
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Martin, J., & Goodman, J. (Eds.) (2011). Women and education: Major themes (4 Volumes). London: Routledge.
McLeod, J. (2018). Revolutionizing, reforming, or differentiating (education) research? Trend, fad or inno-vation: The example of feminist and gender research agendas in the history of education. IJHE bildungs-geschichte/international journal for the historiography of education, 8(2), 65-74.
McLeod, J., Sobe, N.W., & Seddon, T. (Eds.). (2017). World yearbook of education 2018: Uneven space-times of education: Historical sociologies of concepts, methods and practices. London: Routledge.
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Spencer, S. (2007). A uniform identity: Schoolgirl snapshots and the spoken visual. History of education, 36(2), 227-46.
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Thyssen, G. (4-7 September 2018). Time as cookery: Threads entwined through food education. Unpublis-hed paper ECER 2018, Bolzano.
Verstraete, P. (2012). In the shadow of disability: Reconnecting history, identity and politics. Opladen: Ver-lag Barbara Budrich.
