Bacon, C. K. (2018). “It’s Not Really My Job”: A Mixed Methods Framework for Language Ideologies, Monolingualism, and Teaching Emergent Bilingual Learners. Journal of Teacher Education. DOI: https://doi.org/10.1177/0022487118783188
Bacon, C. K., & Kim, S. Y. (2018). “English is My Only Weapon”: Neoliberal Language Ideologies and Youth Metadiscourse in South Korea. Linguistics and Education. 48, 10-21. DOI: https://doi.org/10.1016/j.linged.2018.09.002
Bacon, C. K. (2017). Multilanguage, Multipurpose: A literature review, synthesis, and framework for critical literacies in English language teaching. Journal of Literacy Research 49(3), 424-453. DOI: https://doi.org/10.1177/1086296X17718324
Bacon, C. K. (2017). Dichotomies, Dialects, and Deficits: Confronting the “Standard English” Myth in Literacy and Teacher Education. Literacy Research: Theory, Method, and Practice, 66, 341-357. DOI: https://doi.org/10.1177/2381336917719255
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. 18(3), 263-293. DOI: 10.1007/s10833-017-9298-8
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.
OP-EDS & ONLINE CONTRIBUTIONS
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). Appropriated literacies: The paradox of “critical” literacies, policies, and methodologies in the “post-truth” era. Education Policy Analysis Archives.
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_9.2018_pub