“As researchers, our strongest moments are not when we delete authenticity out of results, but when we find humanity in data” (Baker, 2017, p. 204).
The following scholarship focuses on the use of Poetic Inquiry.
Baker, J. S., Alfonso, S., Brinkman, B. R., Gebur, D., Morris, M., Rummel, T., & Zipp, L. K. (2022). Re/defining curriculum: Poetry as a pedagogical tool. Minnesota English Journal, 57 https://minnesotaenglishjournalonline.org/2022/04/12/re-defining-curriculum-poetry-as-a-pedagogical-tool/
Baker, J. S., Holden, M., Hubing, E., & Kolar, K. (2018). Because student voice promotes equity in the classroom. Wisconsin English Journal, 60(2), 13-24. https://wisconsinenglishjournal.org/2018/10/31/baker-2/
Baker, J. S., Vinson, M., Krings, J., Dalton, C., Ragsdale, D., Korthals, G., Farber, M., & Bucolt, V. (2018). Poetic inquiries of the 2016 election: Teacher candidates in multicultural education. Cultural Studies <=> Critical Methodologies, 18(4), 263-271. https://doi.org/10.1177/1532708617727758
Baker, J. S. (2017). Interpreting poetic inquiry: Authenticity realized from alumni performers' narratives. Journal of Curriculum and Pedagogy, 14(3), 196-204. https://doi.org/10.1080/15505170.2017.1348311
Baker, J. S. (2022, October). Manifestations of niceness: Poetic reflections of Midwest preservice teachers. Paper presented at the Curriculum & Pedagogy Group Conference, Virtual.
Baker, J. S. (2019, May). The power of poetry: Using poetic inquiry with Teacher Candidates. Paper presented at the International Congress of Qualitative Inquiry, Urbana, IL.
Baker, J. S., Holden, M., & Hubing, E. (2018, October). Fake news, real poetry. Presentation at the Wisconsin Council of Teachers of English Annual Conference, Madison, WI.
Works in Progress:
Current works in early stages, forthcoming.