Bernadette Baker-Main Page

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Main Office

Curriculum & Instruction
School of Education
210 Teacher Education Building
225 North Mills Street
MadisonWI  53706

Tel: 608/263.4600
Fax: 608/263.9992

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Professor Bernadette Baker

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Professor Bernadette Baker

Curriculum and Instruction (CI)

464-a Teacher Education Building  binoculars icon
225 N Mills St
Madison, WI 53706-1707
Office: 608/263-4657

Personal Biography

Professor in Curriculum Studies and Global Studies, and Director of Graduate Programs; affiliated with several centers, including East Asian Studies, South Asia, Institute for Regional and International Studies, the Robert F. & Jean E. Holtz Center for Science and Technology studies, and the Center for European studies.


Ph D, Curriculum and Instruction
University of Wisconsin-Madison
Madison, WI

Deakin University
Geelong, Australia

Bachelor of Human Movement Studies (Education), History
University of Queensland
Brisbane, Australia



Teaching Interests

Baker enjoys teaching and is particularly aware of and sensitive to the challenges of be marginalized within and outside the classroom, of being an international student in the United States (having been one herself), and is dedicated to sharing the exciting possibilities that new theoretical frameworks present for opening new worlds. Baker has worked in a variety of institutional contexts, including as a Professor of Sociology of Education, University of Turku, Finland, as an Honorary Professor of Humanities, University of Copenhagen Denmark, as a Visiting Professor, Globalization Studies, Zhejiang University, China, and as a Professor of Education Research, Queensland University of Technology, Australia.

Research Interests

Baker's previous projects have focused on analytics of power, constructions of the child, genealogies of genius, the racialization of ability and mental measurement, and the problematization of a religion-science-nation-west nexus in the making of Anglophone social sciences and empires. Current projects extend interests in non-essentialist and post-foundationalist approaches, including epistemologies labeled non-Western, cosmologies informing complementary integrative health modalities, and education's present-future problems and possibilities in light of artificial intelligence, big data, educational neuroscience, and contemplative practices.

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