1. Allender, J., & Allender, D. (2008). The humanistic teacher: First the child, then the curriculum. Boulder: Paradigm Publishers.
2. Allison, V. A., Ramirez, L. A., Allender, D., & Allender, J. (2016). From disgust to action: Childhood sexual abuse and its ramifications in/for our work as teacher educators. In D. Garbett & A. Ovens (Eds.), Enacting self-study as methodology for professional inquiry (pp. 16–18). Hertfordshire: STEP.
3. Allison-Roan, V., & Hayes, M. (2012). To be heard, to be seen, to matter: Consequences of/for self in utilizing one’s narrative. Studying Teacher Education, 8(2), 127–141.
4. Allison-Roan, V., Hayes, M., Allender, D., & Ramirez, L. (2014). Demystifying taboo: Consequences of dancing with or around the topic of sexual abuse as educators. In D. Garbett & A. Ovens (Eds.), Changing practices for changing times: Past, present and future possibilities for self-study research. Proceedings of the 10th international conference on self-study of teacher education practices, Herstmonceux Castle, East Sussex, England (pp. 23–25). Auckland: University of Auckland.
5. Al-Zboon, E., & Ahmad, J. (2016). Pre-service special education teachers’ professionalism and preparation in terms of child sexual abuse. European Journal of Special Needs Education, 31(1), 13–26.
https://doi.org/10.1080/08856257.2015.1087126
.