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Joseph Di Bona

Joseph Di Bona, Associate Professor Emeritus


PhD, University of California, Berkeley, 1967
Contact Info:

213D West Duke Building
(919) 660-3075
Office Hours:

Tu Th 1-3PM
Research Interests: Social and International

Current projects: learning vs teaching, changing pedagogy

Pedagogy and world system analysis, ideology and practice in teacher professionalism, Third World education and emphasis on South Asian colonial history and current policy.


Like Diderot in the 18th C. Dr. Di Bona has maintained a profound skepticism concerning the benefits of institutional solutions to daily problems. Instead he seeks to liberate the enormous potential of an individual's inner strength and help students realize their own personal ability. To this extent education becomes a participatory dialogue in which teacher and student disappear as levels of hierarchy and aim at an organic unity.

Curriculum Vitae

Representative Publications   (More Publications)

  1. J. Di Bona. My Heart Belongs To Sammy: A Kid Who Defies Convention.  December, 2005.
  2. J. Di Bona. Critical Perspectives on Indian Education. New Delhi: Bahri Publications, 1989.
  3. J. Di Bona. One Teacher, One School. Delhi: Biblia Impex Pvt. Ltd., 1983. 309 pp. pp.
  4. J. Di Bona. A Is For Ambrosia. Durham: Privately Printed, 1975.
  5. J. Di Bona. The Context of Education in Indian Development. Durham, Duke University Program in Comparative Studies on Southern Asia, 1974. pp. vii, 229 pp.
  6. J. Di Bona. Change and Conflict. Indian Edition Lalvani Publishing House, Bombay, 1972. 236 pp. pp.
  7. J. Di Bona, Rittik Chaudhuri, Joshua Jean-Baptiste, Peter Menachem, and Megan Wurzburg. "Commercialism in North Carolina High Schools: A Survey of Principals' Perceptions." Peabody Journal of Education 78.2 (2003): 41-62.
  8. J. Di Bona and Eleanor Harrington-Austin. ""Bringing Multicultrualism to the Historically Black University in the United States"." Education Horizon 71.3 (1993): 50-57.
  9. J. Di Bona. "25 Years of change in an Indian University." Journal of Higher Education New Delhi 15 (1993): 65-79.

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