Jessica Bacon

Montclair State University, Early Childhood, Elementary & Literacy Education, Faculty Member

Syracuse University, Teaching and Leadership, Graduate Student

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Dr. Jessica Bacon is currently an Associate Professor in the department of Teaching and Learning at Montclair State University. She received her Ph.D. from Syracuse University in December, 2012. Her dissertation investigated the impact of the standards-based reform movement on special education. Her dissertation is part of a larger research agenda, which focuses on understanding inclusive and special education systems through a disability studies perspective. She has integrated her research and practice by working with community members and investigating the self-advocacy movement, parent-advocacy, inclusive education, and educational policy.

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George K. # Zarifis

Aristotle University of Thessaloniki

Andrea Peto

Central European University

nilika mehrotra

Jawaharlal Nehru University

David Seamon

Kansas State University

Beth Ferri

Syracuse University

Armando Marques-Guedes

UNL - New University of Lisbon

David J Connor

Hunter College

Simon Darcy

University of Technology Sydney

Andrew W Wilkins

Goldsmiths, University of London

Francisco Vazquez-Garcia

Universidad de Cadiz

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Papers by Jessica Bacon

A Disability Studies Analysis of Alcohol Use: Understanding Personal Experiences through Dominant Discourses on Addiction

Disability Studies Quarterly, 2024

This paper describes my experiences with coming to understand my own relationship with alcohol de... more 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 in the United States that have led to a dominant disease model perspective. Then, I explain the disability studies-informed theoretical underpinnings of this paper, which include discourse theory and disability studies as applied to alcohol addiction. Using disability studies and autoethnography as a guide, the body of the paper uses examples from my own journals to elucidate salient themes that emerged about my experiences in early recovery. The paper uncovers the ways I came to understand my own identity related to addiction, how I navigated feelings of stigma and shame, the ways I found recovery spaces that embraced empowering frameworks aligned to a disability studies ethos, and how I discovered community and pride through this experience.

Teaching and Care: Cripping Fieldwork in Teacher Education

The Review of Disability Studies: An International Journal, 2017

Providing teacher candidates early and ongoing opportunities to learn their profession by partici... more Providing teacher candidates early and ongoing opportunities to learn their profession by participating in school settings is often posed as a way to improve their preparedness for becoming teachers. Two problems of “fieldwork,” however, are the limited access to settings in which inclusive education is practiced and the milieu of special education in the US that emphasizes ableist assertions of independence, support, and conventional notions of care, especially for youth characterized as intellectually disabled. We present an overview of the establishment of a “cripped” fieldwork experience for early program teacher candidates enrolled in a required undergraduate course. By engaging in qualitative narrative analysis of candidates’ journals, we report preliminary findings on evolving notions of care related to disability and education in self-reported field-based learning.

Jessica Bacon

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