Kathleen King Thorius
Biographic Data
| ID | 4860730 |
|---|---|
| NAME | Kathleen King Thorius |
| GIVEN NAMES | Kathleen King |
| FAMILY NAME | Thorius |
| SIGNATURE | THORIUS K K |
| AFFILIATIONS | Indiana University – Purdue University Indianapolis |
| ORCID | 0000-0001-9953-0180 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 26 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Fighting anti-Black ableism with a dis/abled Black woman’s critique of social systems
The construction, expression, and consequences of difference in education practice, policy, and research
In this essay, I discuss three key ideas related to the construction and treatment of “difference” in and around schools and schooling. First, just as difference is most commonly located within marginalized populations at the intersections and along the lines of race, disability, social class, national origin, sexuality, sex, language, and religion, such “locating” is done by those socialized and reinforced to view themselves as normal and the no…
Facilitating en/counters with special education’s cloak of benevolence in professional learning to eliminate racial disproportionality in special education
Despite the U.S. government’s funding and provision of technical assistance as a prevailing approach to remedy special education racial disproportionality, and considerable research on the explanations, causes, and frameworks for addressing the phenomenon, there is little documentation of research or technical assistance efforts for actually doing so. As a white, non-disabled professor and executive director of a federally funded Equity Assistanc…
Toward Equity in Mathematics Education for Students With Dis/abilities: A Case Study of Professional Learning
This case study documents a professional learning community (PLC) comprised of urban elementary educators working toward equitable education for students with dis/abilities. We employ an equity-expansive learning frame to evoke and then examine tensions and contradictions that emerged during the PLC and mediated learning as evidenced by participants’ expanded notions of equity. We introduced equity-oriented mathematics education content and tools…
Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning: Toward an Inclusive Pedagogy That Accounts for Dis/Ability
In this article, Federico R. Waitoller and Kathleen A. King Thorius extend recent discussions on culturally sustaining pedagogy (CSP) in order to explicitly account for student dis/ability. The authors engage in this work as part of an inclusive education agenda. Toward this aim, they discuss how CSP and universal design for learning will benefit from cross-pollination and then conclude by suggesting interdisciplinary dialogue as a means to build…
Stimulating tensions in special education teachers' figured world: An approach toward inclusive education
I examine special educators’ professional identity emergence and tensions within a researcher-facilitated teacher learning community. I introduced tools to evoke and challenge inequities in educational systems and via which participants examined and planned general education instruction for students with dis/abilities. Initially, professional identity, or figured world, emerged as performance of pathologising and relatedly, remediating students. …
Back to the Future: A Critique of Response to Intervention's Social Justice Views
The emergence of Response to Intervention (RTI) anticipates a different future for all students, particularly learners from racial minority backgrounds and students with disabilities. RTI is being widely adopted in school districts as a viable alternative to enhance learning opportunities; hence, some education scholars argue it promises a much-needed response to longstanding injustices for underserved students. RTI aims to address injustices in …
Back to the Future: A Critique of Response to Intervention's Social Justice Views
The emergence of Response to Intervention (RTI) anticipates a different future for all students, particularly learners from racial minority backgrounds and students with disabilities. RTI is being widely adopted in school districts as a viable alternative to enhance learning opportunities; hence, some education scholars argue it promises a much-needed response to longstanding injustices for underserved students. RTI aims to address injustices in …
Facilitating en/counters with special education’s cloak of benevolence in professional learning to eliminate racial disproportionality in special education
Despite the U.S. government’s funding and provision of technical assistance as a prevailing approach to remedy special education racial disproportionality, and considerable research on the explanations, causes, and frameworks for addressing the phenomenon, there is little documentation of research or technical assistance efforts for actually doing so. As a white, non-disabled professor and executive director of a federally funded Equity Assistanc…
Stimulating tensions in special education teachers' figured world: An approach toward inclusive education
I examine special educators’ professional identity emergence and tensions within a researcher-facilitated teacher learning community. I introduced tools to evoke and challenge inequities in educational systems and via which participants examined and planned general education instruction for students with dis/abilities. Initially, professional identity, or figured world, emerged as performance of pathologising and relatedly, remediating students. …
The construction, expression, and consequences of difference in education practice, policy, and research
In this essay, I discuss three key ideas related to the construction and treatment of “difference” in and around schools and schooling. First, just as difference is most commonly located within marginalized populations at the intersections and along the lines of race, disability, social class, national origin, sexuality, sex, language, and religion, such “locating” is done by those socialized and reinforced to view themselves as normal and the no…
Back to the Future: A Critique of Response to Intervention's Social Justice Views
The emergence of Response to Intervention (RTI) anticipates a different future for all students, particularly learners from racial minority backgrounds and students with disabilities. RTI is being widely adopted in school districts as a viable alternative to enhance learning opportunities; hence, some education scholars argue it promises a much-needed response to longstanding injustices for underserved students. RTI aims to address injustices in …
Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning: Toward an Inclusive Pedagogy That Accounts for Dis/Ability
In this article, Federico R. Waitoller and Kathleen A. King Thorius extend recent discussions on culturally sustaining pedagogy (CSP) in order to explicitly account for student dis/ability. The authors engage in this work as part of an inclusive education agenda. Toward this aim, they discuss how CSP and universal design for learning will benefit from cross-pollination and then conclude by suggesting interdisciplinary dialogue as a means to build…
Stimulating tensions in special education teachers' figured world: An approach toward inclusive education
I examine special educators’ professional identity emergence and tensions within a researcher-facilitated teacher learning community. I introduced tools to evoke and challenge inequities in educational systems and via which participants examined and planned general education instruction for students with dis/abilities. Initially, professional identity, or figured world, emerged as performance of pathologising and relatedly, remediating students. …
The construction, expression, and consequences of difference in education practice, policy, and research
In this essay, I discuss three key ideas related to the construction and treatment of “difference” in and around schools and schooling. First, just as difference is most commonly located within marginalized populations at the intersections and along the lines of race, disability, social class, national origin, sexuality, sex, language, and religion, such “locating” is done by those socialized and reinforced to view themselves as normal and the no…
Facilitating en/counters with special education’s cloak of benevolence in professional learning to eliminate racial disproportionality in special education
Despite the U.S. government’s funding and provision of technical assistance as a prevailing approach to remedy special education racial disproportionality, and considerable research on the explanations, causes, and frameworks for addressing the phenomenon, there is little documentation of research or technical assistance efforts for actually doing so. As a white, non-disabled professor and executive director of a federally funded Equity Assistanc…
Toward Equity in Mathematics Education for Students With Dis/abilities: A Case Study of Professional Learning
This case study documents a professional learning community (PLC) comprised of urban elementary educators working toward equitable education for students with dis/abilities. We employ an equity-expansive learning frame to evoke and then examine tensions and contradictions that emerged during the PLC and mediated learning as evidenced by participants’ expanded notions of equity. We introduced equity-oriented mathematics education content and tools…
Fighting anti-Black ableism with a dis/abled Black woman’s critique of social systems
Psychology (7 works) · Sociology (7 works) · Pedagogy (5 works) · Collaborative Teaching and Inclusion (4 works) · Gender Studies (4 works) · Political science (4 works) · Teacher Education and Leadership Studies (4 works) · Critical Race Theory in Education (3 works) · Disability Education and Employment (3 works) · Education Discipline and Inequality (3 works)