Jessica Bacon
Biographic Data
| ID | 6487599 |
|---|---|
| NAME | Jessica Bacon |
| GIVEN NAMES | Jessica |
| FAMILY NAME | Bacon |
| SIGNATURE | BACON J |
| AFFILIATIONS | Montclair State University |
| ORCID | 0000-0003-4543-7209 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 21 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Beyond incrementalism? Interrogating inclusive education reform in the United States
A Disability Studies Analysis of Alcohol Use
This paper describes my experiences with coming to understand my own relationship with alcohol dependency and addiction. Disability studies has offered me a lens and guide through which I have critically interrogated discourses about addiction, while examining the ways dominant and counter-narratives have impacted my own recovery process. In this paper, I review historical information about the emergence of culturally accepted recovery ideologies…
A call for radical over reductionist approaches to ‘inclusive’ reform in neoliberal times
The term ‘inclusive education’ has evolved to connote various meanings and recently, neoliberalism has impacted how ‘inclusion’ is understood and enacted. In this paper, we use a disability studies in education framework to compare and contrast radical against incrementalist and reductionist approaches to educational reform related to students with disabilities. In order to accomplish this, we completed a systematic review of 37 position statemen…
Dominant narratives, subjugated knowledges, and the righting of the story of disability in K-12 curricula
Dominant stories, as upheld through K-12 curricula, are influential in reproducing systems of power and privilege in schools and society. In this article, we suggest that stories of people with disabilities are either missing in K-12 curricula, or told in ways that are highly ableist. We use discourse theory as a frame for considering the role of curricula in reproducing power/knowledge in schools, and promote critical pedagogy as a tool for teac…
The impact of neoliberal school choice reforms on students with disabilities
This disability studies in education informed study unpacks effects of neoliberal reforms on students with disabilities in New York City schools. These reforms proliferated small themed schools, dismantled many large schools, and required students to apply to high school. This multi-site case study researched two high schools, one large and one small, with data from interviews and document review. Findings reveal how reforms forced large schools …
The impact of standards-based reform on special education and the creation of the ‘dividual
An urban Pre-K through 5th grade school referred to as Westvale Elementary School was the focal point for this research study. Westvale was located within an urban district in New York State that was host to approximately 20,000 students. Both the school and the district were labeled as failing under the No Child Left Behind Act. Foucauldian conception of biopolitics and Deleuzian notion of the 'dividual are the theoretical frameworks used to mak…
The impact of standards-based reform
Brantlinger's [2004b. “Ideologies Discerned, Values Determined: Getting past the Hierarchies of Special Education.” In Ideology and the Politics of (in)Exclusion, edited by L. Ware, 11–31. New York: Peter Lang Publishing] critique of hierarchical ideologies lays bare the logics embedded in standards-based reform. Drawing on Brantlinger's insightful analysis, we trace how hierarchical ideologies impacted inclusive practice at one urban elementary …
It should be teamwork’
The Individuals with Disabilities Education Improvement Act (IDEIA) suggests that parents are critical members of the special education system. Through conducting interviews with parents, observing individualised education plan (IEP) meetings, and analysing the discourse between the parent and the professional, this critical qualitative research investigates the parent–school relationship when parents are fighting for more inclusive placements fo…
It should be teamwork’
The Individuals with Disabilities Education Improvement Act (IDEIA) suggests that parents are critical members of the special education system. Through conducting interviews with parents, observing individualised education plan (IEP) meetings, and analysing the discourse between the parent and the professional, this critical qualitative research investigates the parent–school relationship when parents are fighting for more inclusive placements fo…
Dominant narratives, subjugated knowledges, and the righting of the story of disability in K-12 curricula
Dominant stories, as upheld through K-12 curricula, are influential in reproducing systems of power and privilege in schools and society. In this article, we suggest that stories of people with disabilities are either missing in K-12 curricula, or told in ways that are highly ableist. We use discourse theory as a frame for considering the role of curricula in reproducing power/knowledge in schools, and promote critical pedagogy as a tool for teac…
The impact of neoliberal school choice reforms on students with disabilities
This disability studies in education informed study unpacks effects of neoliberal reforms on students with disabilities in New York City schools. These reforms proliferated small themed schools, dismantled many large schools, and required students to apply to high school. This multi-site case study researched two high schools, one large and one small, with data from interviews and document review. Findings reveal how reforms forced large schools …
The impact of standards-based reform on special education and the creation of the ‘dividual
An urban Pre-K through 5th grade school referred to as Westvale Elementary School was the focal point for this research study. Westvale was located within an urban district in New York State that was host to approximately 20,000 students. Both the school and the district were labeled as failing under the No Child Left Behind Act. Foucauldian conception of biopolitics and Deleuzian notion of the 'dividual are the theoretical frameworks used to mak…
A call for radical over reductionist approaches to ‘inclusive’ reform in neoliberal times
The term ‘inclusive education’ has evolved to connote various meanings and recently, neoliberalism has impacted how ‘inclusion’ is understood and enacted. In this paper, we use a disability studies in education framework to compare and contrast radical against incrementalist and reductionist approaches to educational reform related to students with disabilities. In order to accomplish this, we completed a systematic review of 37 position statemen…
The impact of standards-based reform
Brantlinger's [2004b. “Ideologies Discerned, Values Determined: Getting past the Hierarchies of Special Education.” In Ideology and the Politics of (in)Exclusion, edited by L. Ware, 11–31. New York: Peter Lang Publishing] critique of hierarchical ideologies lays bare the logics embedded in standards-based reform. Drawing on Brantlinger's insightful analysis, we trace how hierarchical ideologies impacted inclusive practice at one urban elementary …
It should be teamwork’
The Individuals with Disabilities Education Improvement Act (IDEIA) suggests that parents are critical members of the special education system. Through conducting interviews with parents, observing individualised education plan (IEP) meetings, and analysing the discourse between the parent and the professional, this critical qualitative research investigates the parent–school relationship when parents are fighting for more inclusive placements fo…
The impact of standards-based reform
Brantlinger's [2004b. “Ideologies Discerned, Values Determined: Getting past the Hierarchies of Special Education.” In Ideology and the Politics of (in)Exclusion, edited by L. Ware, 11–31. New York: Peter Lang Publishing] critique of hierarchical ideologies lays bare the logics embedded in standards-based reform. Drawing on Brantlinger's insightful analysis, we trace how hierarchical ideologies impacted inclusive practice at one urban elementary …
The impact of standards-based reform on special education and the creation of the ‘dividual
An urban Pre-K through 5th grade school referred to as Westvale Elementary School was the focal point for this research study. Westvale was located within an urban district in New York State that was host to approximately 20,000 students. Both the school and the district were labeled as failing under the No Child Left Behind Act. Foucauldian conception of biopolitics and Deleuzian notion of the 'dividual are the theoretical frameworks used to mak…
The impact of neoliberal school choice reforms on students with disabilities
This disability studies in education informed study unpacks effects of neoliberal reforms on students with disabilities in New York City schools. These reforms proliferated small themed schools, dismantled many large schools, and required students to apply to high school. This multi-site case study researched two high schools, one large and one small, with data from interviews and document review. Findings reveal how reforms forced large schools …
Dominant narratives, subjugated knowledges, and the righting of the story of disability in K-12 curricula
Dominant stories, as upheld through K-12 curricula, are influential in reproducing systems of power and privilege in schools and society. In this article, we suggest that stories of people with disabilities are either missing in K-12 curricula, or told in ways that are highly ableist. We use discourse theory as a frame for considering the role of curricula in reproducing power/knowledge in schools, and promote critical pedagogy as a tool for teac…
A call for radical over reductionist approaches to ‘inclusive’ reform in neoliberal times
The term ‘inclusive education’ has evolved to connote various meanings and recently, neoliberalism has impacted how ‘inclusion’ is understood and enacted. In this paper, we use a disability studies in education framework to compare and contrast radical against incrementalist and reductionist approaches to educational reform related to students with disabilities. In order to accomplish this, we completed a systematic review of 37 position statemen…
A Disability Studies Analysis of Alcohol Use
This paper describes my experiences with coming to understand my own relationship with alcohol dependency and addiction. Disability studies has offered me a lens and guide through which I have critically interrogated discourses about addiction, while examining the ways dominant and counter-narratives have impacted my own recovery process. In this paper, I review historical information about the emergence of culturally accepted recovery ideologies…
Beyond incrementalism? Interrogating inclusive education reform in the United States
Pedagogy (6 works) · Political science (6 works) · Psychology (6 works) · Sociology (6 works) · Law (5 works) · Law (5 works) · Politics (4 works) · Special education (4 works) · Teacher Education and Leadership Studies (4 works) · Collaborative Teaching and Inclusion (3 works)