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Bernadette Baker [12]Bernadette M. Baker [4]
  1.  83
    Normalizing Foucault? A Rhizomatic Approach to Plateaus in Anglophone Educational Research.Bernadette Baker - 2007 - Foucault Studies 4:78-119.
    This paper offers a rhizomatic reading of Foucault scholarship in anglophone educational research. It delineates unique parameters of an educational field, the conditions of receptivity for Foucault's work, and identifies three temporary plateau-formations that have erupted in educational research. Indebted to (non-formulaic) principles of connectivity and heterogeneity, multiplicity, and asignifying ruptures the analysis brings to notice the recombinatorial attributes of the discipline of education through attention to what is encamped and what seeps in debates over his work.
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  2.  12
    Hypnotic Inductions: On the Persistence of the Subject: A Response to James Marshall.Bernadette Baker - 2007 - Foucault Studies 4:127-148.
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  3.  13
    A Picture Speaks a Thousand Words? Vision, Visuality and Authorization.Bernadette Baker & Antti Saari - 2020 - Educational Philosophy and Theory 52 (2):159-169.
    Images of brains circulate today as rationales for decision-making and selectivity in policies, curriculum, preservice teacher education and inservice professional development. The exciteme...
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  4.  4
    Inside Out: Head‐Based Ontologies, Vision, and Temporality in the First Neuroturn.Bernadette M. Baker - 2020 - Educational Theory 70 (4):395-419.
  5.  34
    Plato's Child and the Limit-Points of Educational Theories.Bernadette Baker - 2003 - Studies in Philosophy and Education 22 (6):439-474.
    This paper analyzes how the figure of the childhas been used to authorize a series ofboundaries that have constituted thelimit-points of educational theories orphilosophies. Limit-points are the conceptualboundaries that educational theories produce,move within, respond to, and make use ofbecause the perception is that they cannot beargued away or around at the time. A method ofcomparative historico-philosophy is used tocontrast limit-points in Platonic figurationsof the child and education with childcenteredand eugenic theories of the late nineteenth andtwentieth century West. The figuration of (...)
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  6.  45
    Tina (AC) Besley and Michael A. Peters, Subjectivity and Truth: Foucault, Education, and the Culture of Self (New York: Peter Lang Publishing, 2007), ISBN: 978-0820481951. [REVIEW]Bernadette M. Baker & Katharina E. Heyning - 2009 - Foucault Studies 7:148-153.
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  7. The Editor Wishes to Express His Gratitude to the Following People for Their Willingness to Act as Manuscript Reviewer for the Journal Between June 2004 and September 2005. They Have Made an Indispensable Contribution to the Journal. [REVIEW]Bernadette Baker, Ylva Boman, Michael Bonnett, Deborah Britzman, Mikael Carleheden, Ann Chinnery, James Conroy, Ian Davies, Eduardo Duarte & Richard Edwards - 2005 - Studies in Philosophy and Education 24:531.
     
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  8. The Editor Wishes to Thank the Following Persons for Their Willingness to Serve as Manuscript Reviewer for the Journal Between July 2003 and June 2004. [REVIEW]Bernadette Baker, Eric Bredo, Randal Curren, Paul Farber, Lynn Fendler, James Garrison, Jim Giarelli, David Granger, David Hansen & Sophie Haroutunian-Gordon - 2004 - Studies in Philosophy and Education 3 (489).
     
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  9. Evaluation, Standards, Normalization: Historico-Philosophical Formations and the Conditions of Possibility for Checklist Thought.Bernadette Baker - 2002 - Philosophy of Music Education Review 10 (2):92-101.
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  10.  15
    Technologies of Self and the Cultivation of Virtues.Robert Hattam & Bernadette Baker - 2015 - Journal of Philosophy of Education 49 (2):255-273.
    In this article we engage with and against Foucault's provocation to think about diagrams of subjectivation. With Foucault we take up his meditation on spirituality and propose a Buddhist alternative to Greco-Roman technologies of self. Against Foucault's notion of an ‘arts of existence’ we suggest instead ‘cultivation of virtue’, drawing on, as an example, a famous Buddhist meditation on compassion. We conclude the article by proposing rethinking doctoral supervision in terms of a cultivation of virtue.
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