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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:

Black Liberation in Teacher Education: (Re)Envisioning Educator Preparation to Defend Black Life and Possibility
Justin A. Coles, Darrius A. Stanley
Northwest Journal of Teacher Education (2021) Vol. 16, Iss. 2
Open Access | Times Cited: 21

Showing 21 citing articles:

“It’s the who and what are you afraid of?” for me: Centering Blackness in teacher education to equip preservice teachers for Black student success
Shamaine K. Bertrand
International Journal of Qualitative Studies in Education (2025), pp. 1-18
Closed Access
“When you get out there, you don't have a toolbox”. A comparative study of student teacher's identity development in Swedish and Danish teacher education
Ilona Rinne, Ulla Lundqvist, Björn Friis Johannsen, et al.
Teaching and Teacher Education (2022) Vol. 122, pp. 103958-103958
Open Access | Times Cited: 20
“God Meant I Should Be Free”: Historical Black Women Teachers and the Womanist Theo-Ethical Imperative of Abolition
Amber M. Neal-Stanley
Educational Studies (2024) Vol. 60, Iss. 4, pp. 369-390
Closed Access | Times Cited: 2
Investigating Arabic language teaching materials based on Indonesian folklore: an ethnographic study on the folktale of “Bandung”
Mohamad Zaka Al Farisi, Hikmah Maulani, Adityo Baskoro Hardoyo, et al.
Asian Education and Development Studies (2024) Vol. 13, Iss. 2, pp. 134-149
Closed Access | Times Cited: 2
“We Still Find a Way to Smile”: Black School Counselors Reclaiming Black Joy and Resistance
Renae D. Mayes, Riley Drake, Sylvia A. Hollins, et al.
Professional School Counseling (2024) Vol. 28, Iss. 1
Closed Access | Times Cited: 2
We See You: A Co-Constructed Autoethnography of Black Women Educators Subverting Carcerality in Community with Black Students
Eghosa Obaizamomwan-Hamilton, T. Gertrude Jenkins
Educational Studies (2024) Vol. 60, Iss. 4, pp. 407-424
Open Access | Times Cited: 2
“Showing the Good and Bad Together”: A Participatory Exploration of Strengths and School-Based Trauma with Black Elementary Youth
Addison Duane
Urban Education (2023)
Open Access | Times Cited: 6
A Teacher Residency’s Ecologies of Support: Insulating Against Moral Injury, Exploitation, & Pushout
Thomas Albright, Stephanie Behm Cross, Camea Davis
The New Educator (2023) Vol. 19, Iss. 3, pp. 215-237
Closed Access | Times Cited: 5
Teaching homeplace: How teachers can cultivate Black Joy through culturally responsive practices in the classroom
Tamara K. Lawson
Theory Into Practice (2023) Vol. 63, Iss. 1, pp. 7-16
Closed Access | Times Cited: 5
A teacher training program’s becoming …: Entanglements with contact zones and third-space hybridity
Thomas Albright
Teaching and Teacher Education (2024) Vol. 141, pp. 104491-104491
Closed Access | Times Cited: 1
A Call for Black Superintendents to Document Their Experiences Through Autoethnography
Shawn Joseph
Urban Education (2023) Vol. 58, Iss. 6, pp. 1415-1434
Closed Access | Times Cited: 2
Conceptualizing possibilities for Black boys through the educational continuum
Jelisa Clark, Keisha M. Wint, Derrick R. Brooms
International Journal of Qualitative Studies in Education (2023) Vol. 37, Iss. 6, pp. 1720-1735
Closed Access | Times Cited: 2
Preparing antiracist educators through transformative teacher education
Jennifer Waddell, Bradley Poos, Loyce Caruthers
Journal for Multicultural Education (2022) Vol. 16, Iss. 3, pp. 295-306
Closed Access | Times Cited: 3
Credentials, Perpetual “Foreignness”, and Feeling out of Place: Three Stories of Resilience from Teachers of Refugee Background
Shyla González-Doğan, Adnan Turan, Setrag Hovsepian, et al.
Social Sciences (2024) Vol. 13, Iss. 7, pp. 363-363
Open Access
Black Relational Methodology: Sustaining Nuanced Joy in Educational Knowledge Co-Creation
Nathaniel D. Stewart, Meghan Green, Omowale K. Crowder, et al.
International Journal of Qualitative Methods (2024) Vol. 23
Open Access
Preserving Integrative and Humanizing Literacies: A Commentary on the Current Literacy Debates and the Narrowing of Literacy Instruction
Davena Jackson, Wintre Foxworth Johnson, Katherine K. Frankel, et al.
Reading Research Quarterly (2024) Vol. 60, Iss. 1
Closed Access
Meditative inquiry for educators: Understanding the significance of spirituality, contextual and cultural awareness, and organic change
A. Naresh Kumar, James E. Caron
Culture, education and future. (2024) Vol. 2, Iss. 2, pp. 173-199
Open Access
Black Women Professors' ART for Well-Being in Teacher Education
Rosalynne Elisabeth Duff
Advances in higher education and professional development book series (2024), pp. 60-86
Closed Access
Hidden in Plain Sight: Enacting Pedagogies of Resistance
LaKendrick Richardson, Hannah Carson Baggett
Multicultural Perspectives (2024) Vol. 26, Iss. 3, pp. 177-190
Closed Access
Toward Developmental Science That Meets the Challenges of 2044: Afrofuturist Development Theory, Design, and Praxis
Brendesha M. Tynes, Matthew Coopilton, Joshua Schuschke, et al.
Springer eBooks (2023), pp. 245-270
Closed Access | Times Cited: 1
Queering Afrofuturism: Freedom Dreaming and Co-Constructing Black Queer Spaces in Teacher Preparation Programs
Danelle Adeniji
(2023)
Closed Access
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