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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:

Pedagogies of Naming, Questioning, and Demystification: A Study of Two Critical U.S. History Classrooms
Hillary Parkhouse
Theory & Research in Social Education (2017) Vol. 46, Iss. 2, pp. 277-317
Closed Access | Times Cited: 42

Showing 1-25 of 42 citing articles:

“I look deep into this stuff because it’s a part of me”: Toward a critically relevant civics education
Kevin L. Clay, Beth C. Rubin
Theory & Research in Social Education (2019) Vol. 48, Iss. 2, pp. 161-181
Closed Access | Times Cited: 64
Getting critical with compelling questions: Shifts in elementary teacher candidates’ curriculum planning from inquiry to critical inquiry
Jenni Conrad, Jennifer Gallagher, Wendy Chan
Theory & Research in Social Education (2024) Vol. 52, Iss. 4, pp. 532-574
Closed Access | Times Cited: 5
Learning to be fellow inquirers: Exploring students’ critical learning activity in an eighth-grade U.S. history classroom
Victoria Davis Smith, Kevin Russel Magill
Theory & Research in Social Education (2025), pp. 1-32
Closed Access
The social studies discourse instrument: Validating an observation tool for classroom discussions
Lightning Jay, Abby Reisman, Timothy Patterson, et al.
Theory & Research in Social Education (2025), pp. 1-32
Closed Access
The primacy of relation: Social studies teachers and the praxis of critical pedagogy
Kevin Russel Magill, Cinthia Salinas
Theory & Research in Social Education (2018) Vol. 47, Iss. 1, pp. 1-28
Closed Access | Times Cited: 48
Critical Consciousness in Vocational Psychology: A Vision for the Next Decade and Beyond
Germán A. Cadenas, Ellen Hawley McWhirter
Journal of Career Assessment (2022) Vol. 30, Iss. 3, pp. 411-435
Closed Access | Times Cited: 24
Containing classroom discussions of current social and political issues
H. James Garrett
Journal of Curriculum Studies (2020) Vol. 52, Iss. 3, pp. 337-355
Closed Access | Times Cited: 31
“What is slavery?”: Third-grade students’ sensemaking about enslavement through historical inquiry
Ryan E. Hughes
Theory & Research in Social Education (2021) Vol. 50, Iss. 1, pp. 29-73
Closed Access | Times Cited: 24
Interpretive frames for responding to racially stressful moments in history discussions
Abby Reisman, Lisette Enumah, Lightning Jay
Theory & Research in Social Education (2020) Vol. 48, Iss. 3, pp. 321-345
Closed Access | Times Cited: 22
Racism (un)spoken: Exclusion and discrimination in emotional narrations of young migrants in Berlin
Magdalena Nowicka, Katarzyna Wojnicka
Emotion, space and society (2023) Vol. 49, pp. 100985-100985
Closed Access | Times Cited: 5
“Daniel was racist”: Individualizing racism when teaching about the Civil Rights Movement
John S. Wills
Theory & Research in Social Education (2019) Vol. 47, Iss. 3, pp. 396-425
Closed Access | Times Cited: 17
Identity, consciousness, and agency: Critically reflexive social studies praxis and the social relations of teaching
Kevin Russel Magill
Teaching and Teacher Education (2021) Vol. 104, pp. 103382-103382
Closed Access | Times Cited: 13
To what ends? Analyzing teacher candidates’ goals and perceptions of student talk in social studies discussions
Jenni Conrad, Abby Reisman, Lightning Jay, et al.
The Journal of Social Studies Research (2022) Vol. 47, Iss. 2, pp. 79-91
Closed Access | Times Cited: 9
Racial individualism in middle school: How students learn white innocence through the social studies curriculum
Cristina L. Lash
Theory & Research in Social Education (2023) Vol. 52, Iss. 1, pp. 1-32
Closed Access | Times Cited: 5
Becoming a social studies teacher: An integrative systems perspective on identity content, structure, and processes
Timothy Patterson, Ishwar Bridgelal, Avi Kaplan
Teaching and Teacher Education (2022) Vol. 120, pp. 103899-103899
Closed Access | Times Cited: 8
Representations of war: A cross-national comparative analysis of the Vietnam War in high school history standards
Jonathan Lee Lancaster, Jeremy Hilburn
Theory & Research in Social Education (2023) Vol. 52, Iss. 2, pp. 212-244
Closed Access | Times Cited: 4
Becoming and Remaining (Un)Critical: A Longitudinal Study of Beginning History Teachers
Christopher C. Martell, Rob Martinelle, Jennifer P. Chalmers
American Educational Research Journal (2024) Vol. 61, Iss. 4, pp. 687-723
Closed Access | Times Cited: 1
“No One Should See What They Have to Do”: Military Children and Media Representations of War
Brian Gibbs, Jeremy Hilburn
The Journal of Social Studies Research (2020) Vol. 45, Iss. 2, pp. 130-149
Closed Access | Times Cited: 10
Debate as a tool to develop disciplinary practices and student agency
Rachelle S. Savitz, Susan Cridland‐Hughes, Mihaela Gazioglu
Teaching and Teacher Education (2021) Vol. 102, pp. 103341-103341
Closed Access | Times Cited: 9
Critical Democratic Education in Practice: Evidence from An Experienced Teacher's Classroom
Lisa Sibbett
The Journal of Social Studies Research (2021) Vol. 46, Iss. 1, pp. 35-52
Open Access | Times Cited: 7
Justice Then and Now: Engaging Students in Critical Thinking About Justice and History
Ryan Cummings
The Social Studies (2019) Vol. 110, Iss. 6, pp. 281-292
Closed Access | Times Cited: 6
Teaching for transformative citizenship: A study of preservice social studies teachers’ developing beliefs and practices
Rob Martinelle, Christopher C. Martell, Jennifer P. Chalmers-Curren
Education Citizenship and Social Justice (2022) Vol. 19, Iss. 1, pp. 77-94
Closed Access | Times Cited: 4
Teaching and learning New Zealand's difficult history of colonisation in secondary school contexts
Michael Harcourt
(2020)
Open Access | Times Cited: 5
“We need to teach school differently”: Learning to teach social studies for justice
Christopher C. Martell, Rob Martinelle, Jennifer P. Chalmers-Curren
The Journal of Social Studies Research (2021) Vol. 46, Iss. 4, pp. 345-361
Closed Access | Times Cited: 5
Re-Conceptualizing Race in New York City's High School Social Studies Classrooms
Edward Lehner, John R. Ziegler
Advances in educational marketing, administration, and leadership book series (2019), pp. 24-45
Closed Access | Times Cited: 4
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