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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:

Alternative education and social justice: considering issues of affective and contributive justice
Martin Mills, Glenda McGregor, Aspa Baroutsis, et al.
Critical Studies in Education (2015) Vol. 57, Iss. 1, pp. 100-115
Open Access | Times Cited: 78

Showing 1-25 of 78 citing articles:

Democracia y Justicia Social en las Escuelas: Dimensiones para Pensar y Mejorar la Práctica Educativa
Guillermina Belavi, F. Javier Murillo
REICE Revista Iberoamericana sobre Calidad Eficacia y Cambio en Educación (2020) Vol. 18, Iss. 3, pp. 5-28
Open Access | Times Cited: 58
Teachers for social justice: exploring the lives and work of teachers committed to social justice in education
Haira Emanuela Gandolfi, Martin Mills
Oxford Review of Education (2022) Vol. 49, Iss. 5, pp. 569-587
Open Access | Times Cited: 30
(Re)considering ‘radical’ for the teaching profession: a Global North-South reflection on teachers and teaching
Haira Emanuela Gandolfi, Martin Mills
Critical Studies in Education (2025), pp. 1-20
Open Access
Curricular justice and contemporary schooling: Towards a rich, common curriculum for all students
Stewart Riddle, Martin Mills, Glenda McGregor
Curriculum Perspectives (2023) Vol. 43, Iss. 2, pp. 137-144
Open Access | Times Cited: 15
‘I learn best when I am given a challenge’: young people’s voices on learning in flexi schools in Australia
Marnee Shay, Jodie Miller, Martin Mills
The Australian Educational Researcher (2025)
Open Access
Supporting the inclusion of low-income families in early childhood education: an exploration of approaches through a social justice lens
Marianne Fenech, Jennifer Skattebol
International Journal of Inclusive Education (2019) Vol. 25, Iss. 9, pp. 1042-1060
Closed Access | Times Cited: 40
Exploring the affective dimension of teachers’ work in alternative school settings
Kitty te Riele, Martin Mills, Glenda McGregor, et al.
Teaching Education (2017) Vol. 28, Iss. 1, pp. 56-71
Open Access | Times Cited: 31
Pedagogies of care in performative schools
Babak Dadvand, Hernán Cuervo
Discourse Studies in the Cultural Politics of Education (2018) Vol. 41, Iss. 1, pp. 139-152
Closed Access | Times Cited: 31
The student voice for social justice pedagogical method
Carla Briffett-Aktaş, Koon Lin Wong, Wing Fun Oliver Kong, et al.
Teaching in Higher Education (2023) Vol. 30, Iss. 1, pp. 1-18
Closed Access | Times Cited: 8
Teachers’ identities in second chance schools: A comparative analysis of Buenos Aires and Barcelona
Analía Inés Meo, Aina Tarabini
Teaching and Teacher Education (2019) Vol. 88, pp. 102963-102963
Open Access | Times Cited: 23
National Curriculum and Assessment in England and the continuing narrowed experiences of lower-attainers in primary schools
Eleanore Hargreaves, Laura Quick, Denise Buchanan
Journal of Curriculum Studies (2023) Vol. 55, Iss. 5, pp. 545-561
Open Access | Times Cited: 7
Thriving, not just surviving: The impact of teacher mentors on pre-service teachers in disadvantaged school contexts
Loshini Naidoo, Sharon L. Wagner
Teaching and Teacher Education (2020) Vol. 96, pp. 103185-103185
Closed Access | Times Cited: 17
Attachment and pedagogical relevant practices as elements of a successful alternative school through the narratives of its students
Gila Amitay, Giora Rahav
Psychology in the Schools (2018) Vol. 55, Iss. 10, pp. 1239-1258
Closed Access | Times Cited: 17
Adverse childhood experiences and trauma informed practices in second chance education settings in the Republic of Ireland: An inquiry-based study
Gráinne Hickey, Stephen Smith, Lorraine O'Sullivan, et al.
Children and Youth Services Review (2020) Vol. 118, pp. 105338-105338
Closed Access | Times Cited: 14
Love, care, and solidarity: understanding the emotional and affective labour of school leadership
Amanda McKay, Martin Mills
Cambridge Journal of Education (2022) Vol. 53, Iss. 3, pp. 311-327
Open Access | Times Cited: 9
Hesitant hopes: How a comprehensive approach to learning impacts on the transition hopes of marginalised young people in an alternative learning programme in regional Australia
Corey Bloomfield, Bobby Harreveld, Rickie Fisher
British Educational Research Journal (2019) Vol. 46, Iss. 1, pp. 75-91
Closed Access | Times Cited: 14
Teacher shortages: a social justice perspective on an Australian teacher education policy
Martin Mills, Lisa van Leent, Terri Bourke, et al.
Teaching Education (2024), pp. 1-17
Open Access | Times Cited: 1
Mechanisms and Pedagogical Counterforces of Young People’s Social Exclusion: Some Remarks on the Requisites of Social Sustainability
Jüha Hämäläinen, Pasi Matikainen
Sustainability (2018) Vol. 10, Iss. 7, pp. 2166-2166
Open Access | Times Cited: 14
Contributive justice: social class and graduate employment in the UK
Andrew Morrison
Journal of Education and Work (2019) Vol. 32, Iss. 4, pp. 335-346
Open Access | Times Cited: 12
The right to a second chance: lessons learned from the experience of early school leavers who returned to education
Filipe Martins, Alexandra Carneiro, Luísa Campos, et al.
Pedagogia Social Revista Interuniversitaria (2020), Iss. 36, pp. 139-153
Open Access | Times Cited: 12
It takes a special type of teacher. An investigation into the capabilities of staff working with disengaged students
Jeffrey Thomas, Vaughan Cruickshank, E Herrlander Birgerson, et al.
International Journal of Inclusive Education (2020) Vol. 26, Iss. 13, pp. 1258-1273
Closed Access | Times Cited: 10
Student engagement in schools serving marginalised communities
Stewart Riddle, Angelique Howell, Glenda McGregor, et al.
International Journal of Inclusive Education (2021) Vol. 28, Iss. 6, pp. 723-738
Open Access | Times Cited: 10
Voices of disaffection: disengaged and disruptive youths or agents of change and self‐empowerment?
David Allan, Vicky Duckworth
British Journal of Special Education (2018) Vol. 45, Iss. 1, pp. 43-60
Open Access | Times Cited: 11
Bicycles, ‘informality’ and the alternative learning space as a site for re-engagement: a risky (pedagogical) proposition?
Andrew Hickey, Tanya Pauli-Myler, Carly Smith
Asia-Pacific Journal of Teacher Education (2018) Vol. 48, Iss. 1, pp. 45-59
Closed Access | Times Cited: 11
Advancing data justice in education: some suggestions towards a deontological framework
Carlo Perrotta
Learning Media and Technology (2022) Vol. 48, Iss. 2, pp. 187-199
Closed Access | Times Cited: 6
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