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OpenAlex Citation Counts

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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

‘…we don’t bring religion into school’: issues of religious inclusion and social cohesion
Amanda Keddie, Jane Wilkinson, Luke Howie, et al.
The Australian Educational Researcher (2018) Vol. 46, Iss. 1, pp. 1-15
Closed Access | Times Cited: 24

Showing 24 citing articles:

Educators Co-Constructing Religiously Responsive Pedagogies With Muslim Children and Families
Muna Al-Siyabi, Jamie Huff Sisson, Victoria Whitington, et al.
Journal of Research in Childhood Education (2025), pp. 1-14
Closed Access
Being responsive to Muslim learners: Australian educator perspectives
Nadeem Memon, Dylan Chown
Teaching and Teacher Education (2023) Vol. 133, pp. 104279-104279
Closed Access | Times Cited: 4
Curriculum, democracy and pedagogies for justice: a collective futures dialogue
Katie Maher, Lester‐Irabinna Rigney, Mikayla King, et al.
Curriculum Perspectives (2024) Vol. 44, Iss. 2, pp. 105-119
Open Access | Times Cited: 1
Schools, religion, and affect: unpacking Australian educator discomfort
Nadeem Memon, Samantha Schulz, Stephen Kelly, et al.
Asia-Pacific Journal of Teacher Education (2023) Vol. 51, Iss. 3, pp. 266-282
Open Access | Times Cited: 4
Multiperspectivism as a threshold concept in understanding diversity and inclusion for future teachers
Kim Beasy, Jeana Kriewaldt, Helen Trevethan, et al.
The Australian Educational Researcher (2020) Vol. 47, Iss. 5, pp. 893-909
Closed Access | Times Cited: 9
An ecological case-study of the benefits and challenges of socially-just leadership engaging in ‘challenging conversations’ about social disharmony
Lucas Walsh, Amanda Keddie, Jane Wilkinson, et al.
Journal of Educational Administration & History (2020) Vol. 52, Iss. 4, pp. 403-416
Closed Access | Times Cited: 8
Faith-Inspired Muslim Parents’ School Choices and Attitudes in the Cultural West and Australia
Derya Iner
Religions (2021) Vol. 12, Iss. 9, pp. 746-746
Open Access | Times Cited: 6
Why interculturalism does not always translate into action: Insights from teachers in an Australian primary school
Eseta Tualaulelei, Christine Halse
The Australian Educational Researcher (2022) Vol. 50, Iss. 3, pp. 747-762
Open Access | Times Cited: 4
The Emotional Labour of Educational Leading: A Practice Lens
Jane Wilkinson, Lucas Walsh, Amanda Keddie, et al.
Educational leadership theory (2021), pp. 157-183
Open Access | Times Cited: 5
Pre-service teacher attitudes towards discussing terrorism in English as an Additional Language (EAL) classrooms: citizenship, democratic practices, and the discussion of controversial issues
Kirk Weeden, David Bright
The Australian Educational Researcher (2019) Vol. 47, Iss. 1, pp. 149-166
Closed Access | Times Cited: 4
Wild and tame zones in times of disharmony: Muslim boys and belonging in a primary school in Melbourne, Australia
Luke Howie, Amanda Keddie, Lucas Walsh, et al.
Journal of Youth Studies (2020) Vol. 24, Iss. 7, pp. 871-885
Closed Access | Times Cited: 4
Barriers to inclusion of Muslim migrant students in western schools. A systematic review
Lucía Torres-Zaragoza, Vicente Llorent-Bedmar
International Journal of Educational Research (2024) Vol. 125, pp. 102363-102363
Open Access
THE SYNERGY OF SHARED RELIGIOUS ETHICS MORALITY AND VIRTUE FOR SOCIAL HEALING IN SRI LANKA
Randika Perera
Journal of social reconciliation. (2024) Vol. 1, Iss. 01
Open Access
Culturally and religiously responsive pedagogy: a case study of enabling pedagogy for superdiverse Australian classrooms
Dylan Chown, Nadeem Memon, Asma Ahmed
Cambridge University Press eBooks (2024), pp. 75-91
Closed Access
Time‐use for the iGeneration : A person‐centered approach
Lynette Vernon
Human Behavior and Emerging Technologies (2019) Vol. 1, Iss. 2, pp. 91-102
Open Access | Times Cited: 3
Educators’ perceptions of Australia’s early childhood education and care quality assurance rating system
Alicia Phillips, Marianne Fenech
European Early Childhood Education Research Journal (2023) Vol. 31, Iss. 6, pp. 988-1000
Closed Access | Times Cited: 1
The Role of the Head Teacher in the Church of England Primary School: Leadership, Values and Ethos
Gillian Holmes, Simon Pratt-Adams
Journal of Research on Christian Education (2021) Vol. 30, Iss. 2, pp. 184-208
Closed Access | Times Cited: 3
Propiedades psicométricas de la Escala de Cohesión Social Percibida en la Escuela
Alejandro Sánchez Oñate, Paz Céspedes Cárdenas, Claudia P. Pérez-Salas, et al.
Revista de Investigación en Educación (2021) Vol. 19, Iss. 2, pp. 112-124
Open Access | Times Cited: 2
The need for dialogic reciprocal anti-discrimination practice and policy in faith-based schools
Alison Willis
Compare A Journal of Comparative and International Education (2021) Vol. 53, Iss. 7, pp. 1137-1151
Closed Access | Times Cited: 1
Exploring the Value of Special Religious Education in Multifaith Australia among Christians, Muslims, Hindus, Buddhists, Jews and Baha’i
Zehavit Gross, Suzanne D. Rutland
Religion & Education (2023) Vol. 50, Iss. 1, pp. 95-116
Open Access
Preventing Community Violence: A Case Study of Metro Detroit and Interfaith Activism
Allison D. Miller
(2020)
Closed Access
Exploring Current Issues in Global Citizenship Education
Andrew Peterson
Springer eBooks (2020), pp. 101-124
Closed Access
Leadership of cultural education in the current age: an exploratory investigation of culturally responsive capacity through the lens of transculturalism
Fiona Longmuir, Niranjan Casinader, Howard Prosser, et al.
Journal of Educational Administration & History (2022) Vol. 54, Iss. 4, pp. 420-439
Closed Access
‘It’s got to be a journey’: learning to teach First Nations content and concepts in the Australian drama classroom
Danielle Hradsky, Rachel Forgasz, Andrew Byrne, et al.
NJ (2021) Vol. 45, Iss. 2, pp. 77-96
Closed Access
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