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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:

A Review of Identity in Research on Social Justice in Teacher Education: What Role for Intersectionality?
Marleen C. Pugach, Joyce Gomez-Najarro, Ananya M. Matewos
Journal of Teacher Education (2018) Vol. 70, Iss. 3, pp. 206-218
Closed Access | Times Cited: 81

Showing 1-25 of 81 citing articles:

Beyond a seat at the table: imagining educational equity through critical inclusion
Rebecca A. Cruz, Allison R. Firestone, Matthew Love
Educational Review (2023) Vol. 76, Iss. 1, pp. 69-95
Closed Access | Times Cited: 26
Decentering Whiteness in Teacher Education: Addressing the Questions of Who, With Whom, and How
Dorinda J. Carter Andrews, Ye He, Joanne E. Marciano, et al.
Journal of Teacher Education (2021) Vol. 72, Iss. 2, pp. 134-137
Open Access | Times Cited: 52
Reconceptualizing teacher identity development
Ji Hong, Dionne Cross Francis, Paul A. Schutz
Educational Psychologist (2024) Vol. 59, Iss. 3, pp. 159-176
Closed Access | Times Cited: 6
Teaching About and For Social Justice
Joanne Robertson, Awneet Sivia
Language and Literacy (2025) Vol. 27, Iss. 1, pp. 69-90
Open Access
Predicting Preservice Teachers’ Culturally Responsive Teaching Outcome Expectations
Matthew White, Jessica Herring Watson, Donna Wake
The Teacher Educator (2025), pp. 1-17
Closed Access
“My School Could Have Done More”: Black Students' Reflections of Educators' Interventions on Peer Discrimination
Blair A. Baker, Tamara K. Lawson, H. Hamner Hill
Psychology in the Schools (2025)
Open Access
Curriculum Theory: The Missing Perspective in Teacher Education for Inclusion
Marleen C. Pugach, Linda P. Blanton, Ann M. Mickelson, et al.
Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children (2019) Vol. 43, Iss. 1, pp. 85-103
Closed Access | Times Cited: 46
Special Education Preservice Teachers, Intersectional Diversity, and the Privileging of Emerging Professional Identities
Mildred Boveda, Brittany Aronson
Remedial and Special Education (2019) Vol. 40, Iss. 4, pp. 248-260
Closed Access | Times Cited: 41
Teacher preparation for social justice: A synthesis of the literature, 1999–2019
Emilie Mitescu Reagan, Elyse Hambacher
Teaching and Teacher Education (2021) Vol. 108, pp. 103520-103520
Closed Access | Times Cited: 30
“Just treat me as a teacher!” Mapping language teacher agency through gender, race, and professional discourses
Gergana Vitanova
System (2018) Vol. 79, pp. 28-37
Closed Access | Times Cited: 34
Disability and the Meaning of Social Justice in Teacher Education Research: A Precarious Guest at the Table?
Marleen C. Pugach, Ananya M. Matewos, Joyce Gomez-Najarro
Journal of Teacher Education (2020) Vol. 72, Iss. 2, pp. 237-250
Closed Access | Times Cited: 29
“It's Just a Feeling!”: Emotions and Intersectionality in Language Teacher Narratives
Gergana Vitanova
TESOL Quarterly (2023) Vol. 58, Iss. 4, pp. 1493-1517
Closed Access | Times Cited: 9
“Learning on the job”: An exploration of teacher educators’ training and comfort with anti-ableist disability discussion
Nicole Hansen, Christa S. Bialka, Sarah Jin Wong, et al.
Teaching and Teacher Education (2024) Vol. 140, pp. 104481-104481
Closed Access | Times Cited: 3
Empowerment and transformation: Integrating teacher identity, activism, and criticality across three teacher education programs
Tracy Quan, Christian A. Bracho, Michelle Hoda Wilkerson, et al.
The Review of Education Pedagogy & Cultural Studies (2019) Vol. 41, Iss. 4-5, pp. 218-251
Closed Access | Times Cited: 27
Intersection of culture, professionalism, and gender: Why Chinese female novice teachers fail to manage conflicts in professional learning communities
Yansi Hou, Shuangye Chen, Shulin Yu
Teaching and Teacher Education (2023) Vol. 132, pp. 104244-104244
Open Access | Times Cited: 8
The role of epistemological beliefs in STEM faculty’s decisions to use culturally relevant pedagogy at Hispanic-Serving Institutions
Mollee Shultz, Jayson M. Nissen, Eleanor W. Close, et al.
International Journal of STEM Education (2022) Vol. 9, Iss. 1
Open Access | Times Cited: 12
Effects of equity-oriented teacher education on preservice teachers: A systematic review
Wei Liao, Chonggao Wang, Jingtian Zhou, et al.
Teaching and Teacher Education (2022) Vol. 119, pp. 103844-103844
Closed Access | Times Cited: 12
Teachers of Color Implementing Restorative Justice Practices in Elementary Classrooms: A DisCrit Analysis
Saili S. Kulkarni, Melanie Chong
Equity & Excellence in Education (2021) Vol. 54, Iss. 4, pp. 378-392
Closed Access | Times Cited: 13
Intersectional Disruptor: A Special Educator of Color Living and Teaching in the Intersections
Molly Baustien Siuty, Alexis Atwood
Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children (2022) Vol. 45, Iss. 1, pp. 61-76
Closed Access | Times Cited: 9
Complexities in social justice teacher preparation: A CHAT analysis of a preservice teacher navigating university and school contexts
Nadia Behizadeh
Teaching and Teacher Education (2022) Vol. 121, pp. 103912-103912
Closed Access | Times Cited: 9
La Justicia Social en la Concreción Curricular de los Grados de Maestro
Carlos Monge López, Patricia Gómez, Alba García Barrera
Revista Internacional de Educación para la Justicia Social (2022) Vol. 11, Iss. 1
Closed Access | Times Cited: 8
An Intersectionality-Based Research Framework and Methodology That Emphasizes Systemic Inequities in Public Schooling, Including Racism, Sexism, and Classism
James Joseph Scheurich, Madeline Mason
Culture Studies ↔ Critical Methodologies (2024) Vol. 24, Iss. 5, pp. 319-330
Closed Access | Times Cited: 1
Young- and adult-learner language teachers’ social justice-oriented practices and professional identity construction
Mostafa Nazari, Farhad Ghiasvand, Maryam Kogani
International Journal of Educational Research (2024) Vol. 127, pp. 102435-102435
Closed Access | Times Cited: 1
Teachers for Immigrant Students: A Systematic Literature Review Across Hong Kong, Turkey, and the United States
Crystal Chen Lee, Sibel Akin-Sabuncu, A. Lin Goodwin, et al.
Teachers College Record The Voice of Scholarship in Education (2021) Vol. 123, Iss. 12, pp. 67-96
Closed Access | Times Cited: 9
Troubling teacher preparation: Intersections of identity, diversity, and inclusive practice
Naheed A. Abdulrahim
Teaching and Teacher Education (2023) Vol. 138, pp. 104414-104414
Closed Access | Times Cited: 3
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