ABSTRACT
Thomas E.Barone is Professor of Curriculum and Instruction in the College of Education at Arizona State University. He received his doctorate in Design and Evaluation of Educational Programs from Stanford University in 1979. Barone currently teaches graduate-level courses in curriculum studies and qualitative research methodology. In his writing, Barone explores the possibilities of a variety of narrative and arts-based forms of educational discourse. His articles and chapters have appeared in books and in journals such as Daedalus, Journal of the American Academy of Arts and Sciences; Educational Researcher, Curriculum Inquiry; Journal of Curriculum Theorizing; Phi Delta Kappan; Educational Leadership; and Journal of Teacher Education. Correspondence to Thomas Barone, Arizona State University, College of Education, Tempe, AZ 85287-1911, USA
Leslie Rebecca Bloom is Assistant Professor of Curriculum and Instruction at Iowa State University. She is teaching courses in curriculum theory and qualitative research. Her research focuses on feminist methodology and interpretive practices for understanding narrative data. Her current project focuses on postmodern theories of sexuality, identity, and representation. She has published articles in Human Studies and Teaching Education and is completing a book, Feminist Interpretation and Methodology. Correspondence to Leslie Rebecca Bloom, Department of Curriculum and Instruction, N157 Lagomarcino Hall, Iowa State University, Ames, Iowa 50011, USA
Donald Blumenfeld-Jones, Assistant Professor of Curriculum and Instruction at Arizona State University, has recently published in the Journal of Curriculum Theorizing, Education in Asia, and the Journal of Thought. He practices research in philosophy of education (including work in issues of research methodology and the relation of forms of classroom discipline to learning) and teacher beliefs (in the areas of pleasure and learning, teacher authority, and community in the classroom and school). Correspondence to Donald Blumenfeld-Jones, College of Education, Division of Curriculum and Instruction, Arizona State University, Tempe, AZ 85287-1911, USA
Catherine Emihovich is director of the Buffalo Research Institute on Education for Teaching (BRIET) and Associate Professor of Educational Psychology in the Department of Counseling and Educational Psychology at versity of Buffalo, State University of New York. She has published papers on topics related to sociolinguistic studies of computer discourse, culture and education, and qualitative research and evaluation methods. She has guest edited special issues of Theory Into Practice, Education and Urban Society, The Urban Review, and is the editor of Anthropology and Education Quarterly. Correspondence to Catherine Emihovich, University at Buffalo, Department of Counseling and Educational Psychology, 409 Baldy Hall, Buffalo, NY 14260, USA
Ivor Goodson is Professor at the University of Western Ontario and the Frederica Warner Professor in the Graduate School of Education and Human Development at the University of Rochester. At Western, he is a member of the Faculties of Graduate Studies, Education, Sociology, and The Center for Theory and Criticism. He is the author of a range of books on curriculum and life history studies. They include School Subjects and Curriculum Change, The Making of Curriculum, Biography, Identity and Schooling (with Rob Walker) and Studying Teachers’ Lives. He is the Founding Editor and North American Editor of The Journal of Education Policy and the Canadian Editor of Qualitative Studies in Education. Correspondence to Ivor F.Goodson, Faculty of Education, University of Western Ontario, London, Ontario N6G 1G7, Canada
J.Amos Hatch is Associate Professor of Inclusive Early Childhood Education at the University of Tennessee, Knoxville. He has published widely in the areas of children’s social behavior, qualitative methods, and educators’ perspectives on early childhood theory and practice. He is currently involved with four teachers in a collaborative investigation of the appropriateness of “Developmentally Appropriate Practice” for inner-city early education settings. He is editor of a new book, Qualitative Research in Early Childhood Settings (Praeger, 1995), and is co-editor (with Richard Wisniewski) of the International Journal of Qualitative Studies in Education. Correspondence to J.Amos Hatch, Inclusive Early Childhood Education Unit, College of Education, University of Tennessee, Knoxville, TN 37996, USA
Petra Munro is Assistant Professor in the Department of Curriculum and Instruction and Women’s and Gender Studies at Louisiana State University. She teaches courses in qualitative research, curriculum theory, and secondary social studies. These interests converge in her research collecting the life histories of women educators. She is currently engaged in collecting life history narratives of retired Southern educators. She has published articles in the Journal of Curriculum and Supervision, Journal of Curriculum Theorizing, and is completing a book, Rereading “Women’s True Profession”: Women’s Life History Narratives and the Cultural Politics of Teaching. Correspondence to Petra Munro, Department of Curriculum and Instruction, Louisiana State University, Baton Rouge, LA 70803, USA
Jan Nespor is Associate Professor in the Department of Curriculum and Instruction at Virginia Polytechnic Institute and State University. His work centers on practices of knowledge and knowledge production in settings ranging from elementary schools to universities. He has published articles in the American Educational Research Journal, Journal of Curriculum Studies, Educational Researcher, and elsewhere. Correspondence to Jan Nespor, Department of Curriculum & Instruction, Virginia Tech, Blacksburg, VA 24061-0313, USA
Donald E.Polkinghorne is Professor of Counseling Psychology at the University of Southern California. His research interests include the relation between theoretical and practical knowledge and the epistemological bases of qualitative and narrative approaches to research. He is the author of Methodology for the Human Sciences and Narrative and the Human Sciences. Correspondence to Donald E.Polkinghorne, Waite Phillips Hall-503G, University of Southern California, Los Angeles, CA 90089-0031, USA
Richard Wisniewski is Professor and Dean of Education at the University of Tennessee, Knoxville. His particular interests lie in the restructuring of educational institutions, particularly colleges of education. His academic home is in the sociology of education and he has long been a supporter of qualitative research. For the past four years, he has served as co-editor (with Amos Hatch) of the International Journal of Qualitative Studies in Education.
