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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:

The emotional work of discomfort and vulnerability in multicultural teacher education
Ramona Maile Cutri, Erin Feinauer Whiting
Teachers and Teaching (2015) Vol. 21, Iss. 8, pp. 1010-1025
Closed Access | Times Cited: 69

Showing 1-25 of 69 citing articles:

Affect, race, and white discomfort in schooling: decolonial strategies for ‘pedagogies of discomfort’
Michalinos Zembylas
Ethics and Education (2018) Vol. 13, Iss. 1, pp. 86-104
Closed Access | Times Cited: 121
Pedagogies of discomfort and empathy in multicultural teacher education
Michalinos Zembylas, Elena Papamichael
Intercultural Education (2017) Vol. 28, Iss. 1, pp. 1-19
Closed Access | Times Cited: 98
Pedagogies of discomfort in the world language classroom: Ethical tensions and considerations for educators
Melina Porto, Michalinos Zembylas
Modern Language Journal (2024) Vol. 108, Iss. 2, pp. 412-429
Closed Access | Times Cited: 5
Transnational language teachers’ emotional vulnerability and professional identity construction: an ecological perspective
Jaber Kamali, Mostafa Nazari
Journal of Multilingual and Multicultural Development (2023), pp. 1-15
Open Access | Times Cited: 13
A systematic review of research on how initial teacher education prepares teachers for work on discrimination, racism and prejudices in schools
Serap Keles, Elaine Munthe
Review of Education (2025) Vol. 13, Iss. 1
Closed Access
Centering Empathy Through Embodied Experiential Learning in Teacher Education
Rhia Moreno
TESOL Journal (2025) Vol. 16, Iss. 1
Open Access
Ways we performed inclusion and fell short: shared entanglements with violence in social justice education
Ramona Maile Cutri, Erin Feinauer Whiting
Critical Studies in Education (2025), pp. 1-18
Closed Access
The lives of teachers in diverse classrooms
Neda Forghani-Arani, Lucie Černá, Meredith Bannon
OECD education working papers (2019)
Open Access | Times Cited: 38
«Ubehagets pedagogikk» – en inngang til kritisk refleksjon og inkluderende undervisning?
Åse Røthing
FLEKS - Scandinavian Journal of Intercultural Theory and Practice (2019) Vol. 6, Iss. 1, pp. 40-57
Open Access | Times Cited: 37
Teacher Identity Discourse as Identity Growth: Stories of Authority and Vulnerability
Janet Alsup
Springer eBooks (2018), pp. 13-23
Closed Access | Times Cited: 32
Transnational women academics of colour enacting ‘pedagogy of discomfort’: positionality against a ‘pedagogy of rupture’
Reshmi Lahiri-Roy, Nish Belford, Nicola Sum
Pedagogy Culture and Society (2021) Vol. 31, Iss. 3, pp. 339-357
Closed Access | Times Cited: 26
Vulnerability as an Emotional Dimension in Student Teachers’ Narrative Identities Told With Self-Portraits
Anniina Holappa, Erkki T. Lassila, Sonja Lutovac, et al.
Scandinavian Journal of Educational Research (2021) Vol. 66, Iss. 5, pp. 893-906
Open Access | Times Cited: 26
Exploring an elementary ESL teacher’s emotions and advocacy identity
Jihea Maddamsetti
International Multilingual Research Journal (2021) Vol. 15, Iss. 3, pp. 235-252
Closed Access | Times Cited: 24
Diversity as the new normal and persistent constructions of the immigrant other – Discourses on multicultural education among teacher educators
Ida Hummelstedt‐Djedou, Gunilla Holm, Fritjof Sahlström, et al.
Teaching and Teacher Education (2021) Vol. 108, pp. 103510-103510
Open Access | Times Cited: 23
“Struck by the Way Our Bodies Conveyed So Much:” A Collaborative Self-Study of our Developing Understanding of Embodied Pedagogies
Rachel Forgasz, Sharon McDonough
Studying Teacher Education (2017) Vol. 13, Iss. 1, pp. 52-67
Closed Access | Times Cited: 29
Questioning special needs-ism: Supporting student teachers in troubling and transforming understandings of human worth
Gill Rutherford
Teaching and Teacher Education (2016) Vol. 56, pp. 127-137
Closed Access | Times Cited: 27
Terror management theory and the educational situation
Cathryn van Kessel, Kent den Heyer, Jeff Schimel
Journal of Curriculum Studies (2019) Vol. 52, Iss. 3, pp. 428-442
Closed Access | Times Cited: 27
Understanding professional vulnerability in an era of performativity: experiences of EFL academics in mainland China
Zhanzhu Gao, Rui Yuan
Teaching in Higher Education (2021) Vol. 29, Iss. 1, pp. 318-333
Closed Access | Times Cited: 21
An Ecological Inquiry into Transnational English Language Teachers’ Emotional Vulnerability and Agency
Mostafa Nazari, Jaber Kamali
British Journal of Educational Studies (2024), pp. 1-22
Closed Access | Times Cited: 2
Peer group as a meeting place: Reconstructions of teachers’ self-understanding and the presence of vulnerability
Minna Uitto, Saara-Leena Kaunisto, Geert Kelchtermans, et al.
International Journal of Educational Research (2015) Vol. 75, pp. 7-16
Closed Access | Times Cited: 22
A Collaborative Self-Study with Critical Friends: Culturally Proactive Pedagogies in Literacy Methods Courses
Carin Appleget, Courtney Shimek, Joy Myers, et al.
Studying Teacher Education (2020) Vol. 16, Iss. 3, pp. 286-305
Closed Access | Times Cited: 19
Interculturality in Teacher Education in Times of Unprecedented Global Challenges
Sarah Amsler, Jeannie Kerr, Vanessa Andreotti
Education and Society (2020) Vol. 38, Iss. 1, pp. 13-37
Open Access | Times Cited: 18
Teacher vulnerability in teacher identity in times of unexpected social change
Daniela Bačová, Amanda Turner
Research in Post-Compulsory Education (2023) Vol. 28, Iss. 3, pp. 349-372
Open Access | Times Cited: 6
Naming a Personal “Unearned” Privilege: What Pre-service Teachers Identify After a Critical Multicultural Education Course
Erin Feinauer Whiting, Ramona Maile Cutri
Multicultural Perspectives (2015) Vol. 17, Iss. 1, pp. 13-20
Closed Access | Times Cited: 19
Reframing teacher education around inclusion, equity, and social justice: towards an authentically value-centred approach to teacher education in Europe
Noel Purdy, Kathy Hall, Daria Khanolainen, et al.
European Journal of Teacher Education (2023) Vol. 46, Iss. 5, pp. 755-771
Closed Access | Times Cited: 5
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