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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

The construction, expression, and consequences of difference in education practice, policy, and research

Kathleen King ThoriusSchool of Education, Indiana University-IUPUI, Indianapolis, IN, USACorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-9953-0180View further author information
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Pages 211-216 | Received 27 Jan 2019, Accepted 27 Jan 2019, Published online: 11 Mar 2019

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David Hortigüela-Alcalá, Daniel Bores-García, Raúl Barba-Martín & Gustavo González-Calvo. (2022) Yes, I have a disability. Does it prevent me from being a PE teacher? A qualitative approach from the point of view of future PE teachers and their families. Sport, Education and Society 27:2, pages 196-209.
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Margaret R. Beneke. (2021) Mapping socio-spatial constructions of normalcy: whiteness and ability in teacher candidates’ educational trajectories. Whiteness and Education 6:1, pages 92-113.
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Cristina Santamaría Graff, Josh Manlove, Shanna Stuckey & Michelle Foley. (2020) Examining pre-service special education teachers’ biases and evolving understandings about families through a family as faculty approach. Preventing School Failure: Alternative Education for Children and Youth 65:1, pages 20-37.
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Articles from other publishers (3)

Rebecca A. Cruz, Catherine M. Kramarczuk Voulgarides, Allison R. Firestone, Logan McDermott & Zhihui Feng. (2023) Is Dis-Ability a Foregone Conclusion? Research and Policy Solutions to Disproportionality. Review of Educational Research.
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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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Elizabeth B. Kozleski, Inna Stepaniuk & William Proffitt. (2020) Leading through a critical lens: The application of DisCrit in framing, implementing and improving equity driven, educational systems for all students. Journal of Educational Administration 58:5, pages 489-505.
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