USC Dornsife College Of Letters Arts and Sciences

University of Southern California

Christopher Baker is the William Temple Professor of Religion, Belief and Public Life at Goldsmiths, University of London and Director of Research for the William Temple Foundation.

He develops innovative and strategic research, theory and publication around the newly visible role and impact of religion and belief on public life, and its political, social, economic, urban, policy and theological implications at both global and local levels. He has led 11 research projects in this field and produced 12 books and over 50 peer reviewed articles and book chapters in the past 20 years.

The disciplinary fields to which his work has contributed include theology, religious studies, sociology, critical urban theory, human geography, continental philosophy and policy studies.

Christopher Baker’s current work explores the role of religion and belief in the following arenas of public life:

  • Creating sustainable urban transitions in the face of the existential threat of climate change, the relationship between religion and compassion.
  • Promoting the resilience and post-traumatic growth in women living in deep precarity in the global South.
  • The role of religion and belief in current funeral rites in the UK.
  • New partnerships emerging between faith groups and secular agencies such as local authorities and health and social care providers in the aftermath of the pandemic.
  • De-colonial postsecularity, and what might lie beyond the current postsecular/postsecularity discourses.

Baker is an experienced educator, having taught in a wide variety of undergraduate and postgraduate settings for the past 20 years, primarily at the Universities of Manchester and Chester. His university career covers Level 3 teaching at Undergraduate level, and Postgrad levels (MA taught and Research, Professional Doctorate and Ph.D). His FHEA submission is used by the University of Chester as an exemplary example of its kind by its Learning and Information Services, and his teaching and learning practice was peer-assessed for the submission as follows: “Prof. Baker’s overall approach to learning and teaching is exemplary in its focus on the needs of his students and their diverse contexts, including the need to be flexible and responsive. However, his application also demonstrates a high degree of theoretical sophistication and reflexivity in relation to his own continuing professional development.”

Christopher Baker