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International Journal of Qualitative Studies in Education Volume 32, 2019 - Issue 3: The Construction, Expression, and Consequences of Difference in Education Practice, Policy, and Research. Guest editor: Kathleen King Thorius
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Original Articles

Interrogating disability epistemologies: towards collective dis/ability intersectional emotional, affective and spiritual autoethnographies for healing

David Hernández-Sacaa Department of Special Education – Special Education, University of Northern Iowa, Cedar Falls, IA, USA; Correspondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-3070-4610View further author information
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Mercedes Adell Cannonb Indiana University–Purdue University Indianapolis – Urban Education Studies Program, Indianapolis, IN, USAORCID Iconhttps://orcid.org/0000-0002-9956-2112View further author information
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Pages 243-262 | Received 27 Apr 2018, Accepted 08 Jan 2019, Published online: 11 Mar 2019

Citations (12)

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Read on this site (2)

Catherine Kramarczuk Voulgarides, Susan Larson Etscheidt & David I. Hernández-Saca. (2023) Educational inequality and the paradox of dis/Ability rights in a schooled society: moving towards an intersectional discursive, material, and emotive approach. Educational Review 0:0, pages 1-18.
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David I. Hernandez-Saca. (2019) My Learning Dis/Ability and Disability Studies in Education Activism. Peace Review 31:4, pages 487-496.
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Articles from other publishers (10)

Deborah J. Gallagher, David Hernández-Saca & Whitney Hanley. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition) 497 505 .
Alfredo J. Artiles. (2022) Interdisciplinary Notes on the Dual Nature of Disability: Disrupting Ideology–Ontology Circuits in Racial Disparities Research. Literacy Research: Theory, Method, and Practice 71:1, pages 133-152.
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Carlyn O. Mueller & Margaret R. Beneke. (2022) Whiteness and Ability: Discourses in Disability History Curriculum Legislation. Educational Policy, pages 089590482211279.
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Marien González-Hidalgo, Daniela Del Bene, Irene Iniesta-Arandia & Concepción Piñeiro. (2022) Emotional healing as part of environmental and climate justice processes: Frameworks and community-based experiences in times of environmental suffering. Political Geography 98, pages 102721.
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Andrew MacMillan, Alex Corser & Zoe Clark. (2021) Inclusivity and accessibility in undergraduate osteopathic education for students with disability: A scoping review. International Journal of Osteopathic Medicine 40, pages 38-45.
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Chantal Figueroa & David I. Hernández-Saca. 2021. Dis/ability in the Americas. Dis/ability in the Americas 1 15 .
Mercedes A. Cannon & David I. Hernández-Saca. 2021. Handbook of Social Justice Interventions in Education. Handbook of Social Justice Interventions in Education 1057 1080 .
Mercedes A. Cannon & David I. Hernández-Saca. 2020. Handbook of Social Justice Interventions in Education. Handbook of Social Justice Interventions in Education 1 24 .
Margaret R. Beneke & Gregory A. Cheatham. (2020) Teacher Candidates Talking (but Not Talking) About Dis/ability and Race in Preschool. Journal of Literacy Research 52:3, pages 245-268.
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David I. HernÁNdez-Saca. (2019) Youth at the Intersections of Dis/ability, Other Markers of Identity, and Emotionality: Toward a Critical Pedagogy of Student Knowledge, Emotion, Feeling, Affect, and Being. Teachers College Record: The Voice of Scholarship in Education 121:13, pages 1-16.
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