Thomas E Barone
Biographic Data
| ID | 224902 |
|---|---|
| NAME | Thomas E Barone |
| GIVEN NAMES | Thomas E |
| FAMILY NAME | Barone |
| SIGNATURE | BARONE T E |
| AFFILIATIONS | Arizona State University |
| VERIFIED | No |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 99 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1980 |
| LATEST PUBLICATION YEAR | 1997 |
| H-INDEX | 5 |
Among the Chosen: A Collaborative Educational (Auto)biography
A central educational issue is the nature of the long-range influences of a teacher on a student. This article experiments with a narrative approach to exploring that issue. In collaboration with a young woman who is a former student of a high school teacher in North Carolina, the author shaped an (auto)biographical account of the subtle traces of this teacher's impact on her life story. As a literary document, the storied text is designed less t…
Persuasive writings, vigilant readings, and reconstructed characters: The paradox of trust in educational storysharing
This paper addresses the issue of trust/mistrust in relation to the discourses of educational storytelling. Poststructuralists have highlighted the power relationships embedded within these kinds of discourse. Their recommended attitude is one of suspicion. But the author insists that, like discursive forms of critical science, story genres can sometimes achieve critical significance. That is, stories addressing educational phenomena can promote …
On Kozol and Sartre and Educational Research as Socially Committed Literature
Different Forms of Life: A Reply to Clark
In my essay, On the Demise of Subjectivity in Educational Inquiry (Barone 1992a), I advanced the following argument: Objectivity and subjectivity are a dyad, opposing terms that are ineluctably interwined within the ordinary discourse of educational scholars and researchers, each dependent upon the other for its existence. But many postmodern thinkers have deemed the term objective to be no longer functional or meaningful when used in conjunction…
Breaking the mold: The new American student as strong poet
On the Demise of Subjectivity in Educational Inquiry
(1992). On the Demise of Subjectivity in Educational Inquiry. Curriculum Inquiry: Vol. 22, No. 1, pp. 25-38
A Narrative of Enhanced Professionalism Educational Researchers and Popular Storybooks About Schoolpeople
Three narratives about the history, current status, and future of educational researchers as professionals are discussed. The prevailing collective self-portrait portrays educational researchers as social scientists with maximum autonomy for setting their research agenda and for quality control of their products. A counternarrative of deprofessionalization posits limited autonomy: Research often follows available funding, and government-sponsored…
Beyond theory and method: A case of critical storytelling
1992). Beyond theory and method: A case of critical storytelling. Theory Into Practice: Vol. 31, Qualitative Issues in Educational Research, pp. 142-146
Research Out of the Shadows: A Reply to Rist
How eager should educational critics be to wear what Rist imagines to be the respectable cloak of academic research? Only after overeagerly offering them a stiff payment of tribute to certain fundamental scientific premises have some qualitative researchers coaxed quantitative researchers into sharing their prestigious garb. Indeed, social scientists of all stripes have tended to fret over whether their disciplines could measure up to the confide…
On Equality, Visibility, and the Fine Arts Program in a Black Elementary School: An Example of Educational Criticism
Because of the relative dearth of examples of educational criticism, proponents and critics of this controversial inquiry genre are often forced to speculate on its merits and demerits in the abstract, without benefit of particular referents. This article contains such an example and is presented as an invitation to a dialogue concerning the educative and miseducative potentials of educational criticism.The criticism emphasizes the portion of an …
On Equality, Visibility, and the Fine Arts Program in a Black Elementary School: An Example of Educational Criticism
Educational Platforms, Teacher Selection, and School Reform: Issues Emanating from a Biographical Case Study
Teachers can become change agents, but only if they adhere to a social recon structionist perspective. Regrettably, most teacher education institutions, ar gues Barone, emphasize social adap tionism; that is, those matriculating through and graduating from "adap tionist" institutions favor methods that reproduce the educational status quo. Through an in-depth analysis of one stu dent's biography regarding how and why she became a teacher educatio…
What's My Paradigm?”; or, How I Dreamt about a Post-Revolutionary Harmony Among Literary Analysts of Curriculum
(1985). “What's My Paradigm?”; or, How I Dreamt about a Post-Revolutionary Harmony Among Literary Analysts of Curriculum. Curriculum Inquiry: Vol. 15, No. 2, pp. 187-200
"What's My Paradigm?"; Or, How I Dreamt about a Post-Revolutionary Harmony among Literary Analysts of Curriculum
Effectively Critiquing the Experienced Curriculum: "Clues from the "New Journalism
Effectively Critiquing the Experienced Curriculum: Clues from the “New Journalism”
Anyone with more than a passing acquaintance with the curriculum evaluation field-or even of educational inquiry in general-is aware of a growing interest in new sorts of approaches to such inquiry. The features of these approaches tend to place them within a more holistic, qualitative, interpretive, hermeneutical, or critical vein of empirical inquiry.' As such, they are meant to complement the natural-science-based, and generally quantitative, …
Beyond theory and method: A case of critical storytelling
1992). Beyond theory and method: A case of critical storytelling. Theory Into Practice: Vol. 31, Qualitative Issues in Educational Research, pp. 142-146
Persuasive writings, vigilant readings, and reconstructed characters: The paradox of trust in educational storysharing
This paper addresses the issue of trust/mistrust in relation to the discourses of educational storytelling. Poststructuralists have highlighted the power relationships embedded within these kinds of discourse. Their recommended attitude is one of suspicion. But the author insists that, like discursive forms of critical science, story genres can sometimes achieve critical significance. That is, stories addressing educational phenomena can promote …
Among the Chosen: A Collaborative Educational (Auto)biography
A central educational issue is the nature of the long-range influences of a teacher on a student. This article experiments with a narrative approach to exploring that issue. In collaboration with a young woman who is a former student of a high school teacher in North Carolina, the author shaped an (auto)biographical account of the subtle traces of this teacher's impact on her life story. As a literary document, the storied text is designed less t…
A Narrative of Enhanced Professionalism Educational Researchers and Popular Storybooks About Schoolpeople
Three narratives about the history, current status, and future of educational researchers as professionals are discussed. The prevailing collective self-portrait portrays educational researchers as social scientists with maximum autonomy for setting their research agenda and for quality control of their products. A counternarrative of deprofessionalization posits limited autonomy: Research often follows available funding, and government-sponsored…
On the Demise of Subjectivity in Educational Inquiry
(1992). On the Demise of Subjectivity in Educational Inquiry. Curriculum Inquiry: Vol. 22, No. 1, pp. 25-38
Effectively Critiquing the Experienced Curriculum: Clues from the “New Journalism”
Anyone with more than a passing acquaintance with the curriculum evaluation field-or even of educational inquiry in general-is aware of a growing interest in new sorts of approaches to such inquiry. The features of these approaches tend to place them within a more holistic, qualitative, interpretive, hermeneutical, or critical vein of empirical inquiry.' As such, they are meant to complement the natural-science-based, and generally quantitative, …
Educational Platforms, Teacher Selection, and School Reform: Issues Emanating from a Biographical Case Study
Teachers can become change agents, but only if they adhere to a social recon structionist perspective. Regrettably, most teacher education institutions, ar gues Barone, emphasize social adap tionism; that is, those matriculating through and graduating from "adap tionist" institutions favor methods that reproduce the educational status quo. Through an in-depth analysis of one stu dent's biography regarding how and why she became a teacher educatio…
Breaking the mold: The new American student as strong poet
Effectively Critiquing the Experienced Curriculum: "Clues from the "New Journalism
On Equality, Visibility, and the Fine Arts Program in a Black Elementary School: An Example of Educational Criticism
Because of the relative dearth of examples of educational criticism, proponents and critics of this controversial inquiry genre are often forced to speculate on its merits and demerits in the abstract, without benefit of particular referents. This article contains such an example and is presented as an invitation to a dialogue concerning the educative and miseducative potentials of educational criticism.The criticism emphasizes the portion of an …
On Equality, Visibility, and the Fine Arts Program in a Black Elementary School: An Example of Educational Criticism
Effectively Critiquing the Experienced Curriculum: "Clues from the "New Journalism
Effectively Critiquing the Experienced Curriculum: Clues from the “New Journalism”
Anyone with more than a passing acquaintance with the curriculum evaluation field-or even of educational inquiry in general-is aware of a growing interest in new sorts of approaches to such inquiry. The features of these approaches tend to place them within a more holistic, qualitative, interpretive, hermeneutical, or critical vein of empirical inquiry.' As such, they are meant to complement the natural-science-based, and generally quantitative, …
What's My Paradigm?”; or, How I Dreamt about a Post-Revolutionary Harmony Among Literary Analysts of Curriculum
(1985). “What's My Paradigm?”; or, How I Dreamt about a Post-Revolutionary Harmony Among Literary Analysts of Curriculum. Curriculum Inquiry: Vol. 15, No. 2, pp. 187-200
"What's My Paradigm?"; Or, How I Dreamt about a Post-Revolutionary Harmony among Literary Analysts of Curriculum
Research Out of the Shadows: A Reply to Rist
How eager should educational critics be to wear what Rist imagines to be the respectable cloak of academic research? Only after overeagerly offering them a stiff payment of tribute to certain fundamental scientific premises have some qualitative researchers coaxed quantitative researchers into sharing their prestigious garb. Indeed, social scientists of all stripes have tended to fret over whether their disciplines could measure up to the confide…
On Equality, Visibility, and the Fine Arts Program in a Black Elementary School: An Example of Educational Criticism
Because of the relative dearth of examples of educational criticism, proponents and critics of this controversial inquiry genre are often forced to speculate on its merits and demerits in the abstract, without benefit of particular referents. This article contains such an example and is presented as an invitation to a dialogue concerning the educative and miseducative potentials of educational criticism.The criticism emphasizes the portion of an …
On Equality, Visibility, and the Fine Arts Program in a Black Elementary School: An Example of Educational Criticism
Educational Platforms, Teacher Selection, and School Reform: Issues Emanating from a Biographical Case Study
Teachers can become change agents, but only if they adhere to a social recon structionist perspective. Regrettably, most teacher education institutions, ar gues Barone, emphasize social adap tionism; that is, those matriculating through and graduating from "adap tionist" institutions favor methods that reproduce the educational status quo. Through an in-depth analysis of one stu dent's biography regarding how and why she became a teacher educatio…
On the Demise of Subjectivity in Educational Inquiry
(1992). On the Demise of Subjectivity in Educational Inquiry. Curriculum Inquiry: Vol. 22, No. 1, pp. 25-38
A Narrative of Enhanced Professionalism Educational Researchers and Popular Storybooks About Schoolpeople
Three narratives about the history, current status, and future of educational researchers as professionals are discussed. The prevailing collective self-portrait portrays educational researchers as social scientists with maximum autonomy for setting their research agenda and for quality control of their products. A counternarrative of deprofessionalization posits limited autonomy: Research often follows available funding, and government-sponsored…
Beyond theory and method: A case of critical storytelling
1992). Beyond theory and method: A case of critical storytelling. Theory Into Practice: Vol. 31, Qualitative Issues in Educational Research, pp. 142-146
Breaking the mold: The new American student as strong poet
On Kozol and Sartre and Educational Research as Socially Committed Literature
Different Forms of Life: A Reply to Clark
In my essay, On the Demise of Subjectivity in Educational Inquiry (Barone 1992a), I advanced the following argument: Objectivity and subjectivity are a dyad, opposing terms that are ineluctably interwined within the ordinary discourse of educational scholars and researchers, each dependent upon the other for its existence. But many postmodern thinkers have deemed the term objective to be no longer functional or meaningful when used in conjunction…
Persuasive writings, vigilant readings, and reconstructed characters: The paradox of trust in educational storysharing
This paper addresses the issue of trust/mistrust in relation to the discourses of educational storytelling. Poststructuralists have highlighted the power relationships embedded within these kinds of discourse. Their recommended attitude is one of suspicion. But the author insists that, like discursive forms of critical science, story genres can sometimes achieve critical significance. That is, stories addressing educational phenomena can promote …
Among the Chosen: A Collaborative Educational (Auto)biography
A central educational issue is the nature of the long-range influences of a teacher on a student. This article experiments with a narrative approach to exploring that issue. In collaboration with a young woman who is a former student of a high school teacher in North Carolina, the author shaped an (auto)biographical account of the subtle traces of this teacher's impact on her life story. As a literary document, the storied text is designed less t…
Sociology (16 works) · Pedagogy (14 works) · Psychology (11 works) · Educator Training and Historical Pedagogy (8 works) · Law (7 works) · Philosophy (7 works) · Philosophy (7 works) · Political science (7 works) · Aesthetics (6 works) · Curriculum (6 works)