464A Teacher Education Building
225 N Mills St
Madison, WI 53706-1707
Bernadette M. Baker is a professor in the Department of Curriculum and Instruction and is affiliated with several centers, including East Asian Studies, South Asia Studies, European Studies, Institute for Regional and International Studies, the Robert F. & Jean E. Holtz Center for Science and Technology Studies, the Disability Studies Initiative, and the Public Humanities. She works in the fields of curriculum history, philosophy of education, and global studies and their intersection with a wider curriculum studies discipline. Her research deploys primarily postfoundationalist, historical, exonationalist, and interview-based approaches to the interrogation of reality claims within the politics of knowledge/wisdom. She has published widely in educational philosophy, curriculum studies, history of education, disability studies, and cultural studies journals. Her current projects involve assessment of the opportunities, risks and ethics in artificial intelligence, the changing technologies of self in relation to big data, mindfulness based stress reduction in education and in neuroscience, and conceptions of mind-body in different caring professions including complementary integrative health professions and educational policymaking. Her graduate seminars draw on Western, Eastern, Indigenous and Global South analytical traditions – including the very problem of the spatializing effects of power embedded in naming, the metaphysics of presence, and classificatory regimes. Seminars are designed to bring diverse perspectives on reality claims to curriculum studies, planning, and theory, to the politics of explanation, and to the inclusion/exclusion of practices, reforms, and solutions. Her previous monograph, (Cambridge University Press 2013), titled William James, Sciences of Mind, and Anti-imperial Discourse received the American Educational Research Association Curriculum Studies (Division B) Outstanding Book Award, as did her 2001 publication titled In Perpetual Motion: Theories of Power, Educational History, and the Child. She is the recipient of a Fulbright fellowship to Finland and past Secretary of AERA’s Division B.
- Baker, B. M., & Saari, A. (2019). A picture speaks a thousand words? Vision, visuality and authorization.. Educational Philosophy and Theory Online Publication/Abstract.
- Baker, B. M., (2019). Activate or evacuate to educate? Roles of a sensorium in ontoepistemologies.. In Walter Gershon (Ed.), The Sensuous Curriculum Charlotte, NC: Information Age Publishing.
- Baker, B. M., & Saari, A. (2018). "The Anatomy of our discontent": From braining the mind to mindfulness for teachers.. Discourse: Studies in the Cultural Politics of Education, 39(2), 169-183. Online Publication/Abstract.
- Baker, B. M., (2017). Child. In M. Peters (Ed.), Encyclopedia of educational philosophy and theory, 1 (pp. 110-116). Singapore: Springer Science and Business Media Online Publication/Abstract.
- Baker, B. M., (2017). The hunt for disability: The new eugenics and the normalization of schoolchildren.. In J. Allan & A. J. Artilles (Eds.), World yearbook in education 2017: Assessment inequalities (pp. 137-174). London: Routledge.
- Baker, B. M., (2017). To show is to know? Conceptions of evidence and discourses of vision in social science and education Research.. Curriculum Inquiry, 47(2), 151-174.
- Baker, B. M., (2013). William James, sciences of mind, and anti-imperial discourse. In New York: Cambridge University Press. [Outstanding Book Award AERA Division B] Online Publication/Abstract.
- Baker, B. M., (2009). . In New curriculum history Rotterdam: Sense Publishers. [‘Expanding the Landscape of the Field’ Book Award, AERA Division B] Online Publication/Abstract.
- Baker, B. M., (2008). Torsions within the same anxiety? Entification. apophasis, history. Educational Philosophy and Theory, 40(4), 471-493. Online Publication/Abstract.
- Baker, B. M., (2005). State-formation, teaching techniques and globalization as aporia. Discourse: Studies in the Cultural Politics of Education, 26(1), 45-78. Online Publication/Abstract.
- Baker, B. M. (2019, ). Keynote: Technologies of Self and Ways of Knowing: Vantage Points from Education-Healing. presented at the National Education Champions Conference, Madison, WI.
- Baker, B. M. (2019, ). Keynote: Beyond Curriculum? The Anthropocene, the Child, and Technofuturism. presented at the The Hidden Curriculum in Kindergarten and Primary Schooling, Ludwigsburg, Germany.
- Baker, B. M. (2019, ). Paper presentation: Activate or evacuate? Roles of a Sensorium and the Problem of Materialism in Educational Truth-production. presented at the American Education Research Association (AERA), Toronto, Ontario.
- Baker, B. M. (2019, ). Paper presentation: Best Practices: Technologies of Self and Technics Before and After Big Data. presented at the American Education Research Association (AERA), Toronto, Ontario.
- Baker, B. M. (2018, ). Keynote: Principles of Diversity: The UW-Madison Approach to Excellence in Graduate Education. presented at the International Comparative Education Conference, Hangzhou.
- Baker, B. M. (2016, ). Keynote: Discourses of Vision, Constructions of Truth and Digital Futures. presented at the Literacy, Cultures & Digital Media Conference, Australia.
- Baker, B. M. (2016, ). Keynote: From Technologies of Self to Discourses of Vision: The Conditions of Possibility for Educational Neuroscience. presented at the University of Tampere Summer School
Select Awards and Honors
- Vilas Faculty Mid-Career Research Award, University of Wisconsin-Madison, (2017-2019)
- Outstanding Book Award, American Educational Research Association (AERA), 2014
- Elected Secretary, American Educational Research Association (AERA), 2011
- Honorary Teaching Fellow, Teaching Academy, University of Wisconsin, 2011
- Expanding the Landscape of the Field Book Award, American Educational Research Association (AERA), 2010
- Fulbright Fellowship, Finland, (2008-2009)
- The Radford Lecture, Australian Association for Research in Education, 2008
- Outstanding Book Award, American Educational Research Association (AERA), 2005