1. Abel, T., & Frohlich, K. L. (2012). Capitals and capabilities. Linking structure and agency to reduce health inequalities. Social science & medicine 74, 236–244.
2. Ahlsen, B., & Solbraekke, K. N. (2018). Using narrative perspectives in the clinical setting of physiotherapy. Why and how? In B. E. Gibson, D. A. Nicholls, J. Setchell, & K. S. Groven (Hrsg.), Manipulating practices. A critical physiotherapy reader (S. 356–377). Oslo: Cappelen Damm Akademisk/Nordic Open Access Scholarly Publishing. URL: https://press.nordicopenaccess.no/index.php/noasp/catalog/book/29 . Zuletzt abgerufen: 20. März 2018.
3. Aldrich, R. M., & Grajo, L. C. (2017). International educational interactions and students’ critical consciousness: A pilot study. The American journal of occupational therapy 71. https://doi.org/10.5014/ajot.2017.026724 .
4. Altgeld, T., Bächlein, B., & Deneke, C. (Hrsg.) (2006). Diversity Management in der Gesundheitsförderung. Nicht nur die leicht erreichbaren Zielgruppen ansprechen! Frankfurt am Main: Mabuse.
5. Andrews, F., Griffiths, N., Harrison, L., & Stagnitti, K. (2013). Expectations of parents on low incomes and therapists who work with parents on low incomes of the first therapy session. Australian occupational therapy journal 60, 436–444. https://doi.org/10.1111/1440-1630.12044 .