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Bacon, C. K. (2017). “Multi-Language, Multi-Purpose”: A literature review, synthesis, and framework for critical literacies in English language teaching. Journal of Literacy Research 49(3). DOI:





Bacon, C. K. (2017). Dichotomies, Dialects, and Deficits: Confronting the “Standard English” Myth in Literacy and Teacher Education. Literacy Research: Theory, Method, and Practice, Vol. 66. DOI:



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Garcia-Huidobro, J. C., Nannemann, A., Bacon, C. K., & Thompson, K. (2017). Evolution ineducational change: A literature review of the historical core of the Journal of Educational Change. The Journal of Educational Change. DOI: 10.1007/s10833-017-9298-8



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Bacon, C. K. (2015). A Pedagogy for the Oppressor: Re-Envisioning Freire and Critical Pedagogy in Contexts of Privilege. In M. Kappen, M. S. Selvaraj, & S. T. Baskaran (Eds.), Revisioning Paradigms: Essays in Honour of David Selvaraj (pp. 226-237). Bangalore, India: Visthar.





Bacon, C. K. (Feb 1st, 2017). Political Clarity: Combatting “Post-Truth” Narratives Through Critical Literacy. In Call for Conversations: Education in the Era of Trump. Berkeley Review of Education: 


Bacon, C. K. (Jun 27th, 2015). High Stakes Testing and Critical Thinking: Is Balance Possible? In C.M. Rubin (Ed.), The Global Search for Education: Our Top 12 Global Teacher Blogs – How do you balance preparation for high stakes assessments with teaching and learning in your classroom? Huffington Post Education.


Bacon, C. K. (accepted). Language Ideologies: A mixed methods framework for teacher beliefs, monolingualism, and teaching emergent bilingual learners.

Bacon, C. K., & Kim, S. Y. (in review). “English is my only weapon”: Youth perceptions of ‘English fever’ in South Korea.

Friedman, A. A., Pederson, J., & Bacon, C. K. (in revision). Getting to What Is: Poetry as a genre of access for multilingual learners.

View Chris’s Academic CV: Bacon CV_1.2018