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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:

Justice-sensitive education: the implications of transitional justice mechanisms for teaching and learning
Lynn Davies
Comparative Education (2017) Vol. 53, Iss. 3, pp. 333-350
Closed Access | Times Cited: 47

Showing 1-25 of 47 citing articles:

Students’ Perceptions in the Use of Web-based Character Assessment from Gender Perspective
Darmaji Darmaji, Astalini Astalini, Dwi Agus Kurniawan, et al.
Jurnal Pendidikan Progresif (2021) Vol. 11, Iss. 2, pp. 362-383
Open Access | Times Cited: 33
Working through difficult pasts: toward thick democracy and transitional justice in education
Michelle J. Bellino, Julia Paulson, Elizabeth Anderson Worden
Comparative Education (2017) Vol. 53, Iss. 3, pp. 313-332
Open Access | Times Cited: 41
The Law of ‘Never Again’: Transitional Justice and the Transformation of the Norm of Non-Recurrence
Maja Davidović
International Journal of Transitional Justice (2021) Vol. 15, Iss. 2, pp. 386-406
Open Access | Times Cited: 29
Comisiones de la verdad, educación y paz positiva: un análisis de los informes finales de las comisiones de la verdad (1980–2015)
Julia Paulson, Michelle J. Bellino
Translating the Americas (2025) Vol. 6
Open Access
Truth commissions, education, and positive peace: an analysis of truth commission final reports (1980–2015)
Julia Paulson, Michelle J. Bellino
Comparative Education (2017) Vol. 53, Iss. 3, pp. 351-378
Open Access | Times Cited: 29
Multiculturalism in Chinese history in Hong Kong: constructing Chinese identity
Jason Cong Lin, Liz Jackson
Asia Pacific Journal of Education (2019) Vol. 39, Iss. 2, pp. 209-221
Closed Access | Times Cited: 21
Education as site of memory: developing a research agenda
Julia Paulson, Nelson Abiti, Julian David Osorio, et al.
International Studies in Sociology of Education (2020) Vol. 29, Iss. 4, pp. 429-451
Open Access | Times Cited: 20
Understanding Sierra Leonean and Liberian teachers’ views on discussing past wars in their classrooms
Susan Shepler, James H. Williams
Comparative Education (2017) Vol. 53, Iss. 3, pp. 418-441
Closed Access | Times Cited: 16
Complexity in restorative justice education circles: Power and privilege in voicing perspectives about sexual health, identities, and relationships
Christina Parker, Kathy Bickmore
Journal of Moral Education (2020) Vol. 50, Iss. 4, pp. 471-493
Open Access | Times Cited: 14
The phenomenon of cancel culture through the social media: pedagogical implications for teacher education
Michalinos Zembylas
Pedagogy Culture and Society (2023) Vol. 32, Iss. 5, pp. 1495-1512
Closed Access | Times Cited: 5
School textbooks, peace and conflict: an introduction
Tobias Ide, Jakob Kirchheimer, Denise Bentrovato
Global Change Peace & Security (2018) Vol. 30, Iss. 3, pp. 287-294
Open Access | Times Cited: 13
Toward a conflict-sensitive approach to higher education pedagogy: lessons from Afghanistan and Somaliland
Kevin Kester
Teaching in Higher Education (2021) Vol. 29, Iss. 2, pp. 619-638
Closed Access | Times Cited: 11
“Pay Attention! Pay Attention! Pay Attention!!!”: The Pivotal Role of Educators and the Educational System as Experienced by Survivors of Child Sexual Abuse
Laura I. Sigad, Dafna Tener, Efrat Lusky‐Weisrose, et al.
Behavioral Sciences (2024) Vol. 14, Iss. 5, pp. 419-419
Open Access | Times Cited: 1
The role of education in peacebuilding: learner narratives from Rwanda
Miho Taka
Journal of Peace Education (2019) Vol. 17, Iss. 1, pp. 107-122
Open Access | Times Cited: 8
A study of junior high school students’ attitudes and learning motivation on science process
Asrial Asrial, Maison Maison, Rahmat Perdana
Cypriot Journal of Educational Sciences (2022) Vol. 17, Iss. 8, pp. 2745-2759
Open Access | Times Cited: 5
Civil Society and Transitional Justice in Asia and the Pacific
David Oakeshott, Jeudy Oeung, Catherine Renshaw, et al.
ANU Press eBooks (2019)
Open Access | Times Cited: 6
Teaching and learning the most recent history in divided societies emerging from conflict: A review of the literature through the lens of social justice
Merethe Skårås
Journal of Peace Education (2021) Vol. 18, Iss. 3, pp. 282-308
Open Access | Times Cited: 6
Empty schools andSilencios: pedagogical openings for memory-making in Colombia
Daniela Romero-Amaya
Journal of Peace Education (2018) Vol. 16, Iss. 1, pp. 104-125
Closed Access | Times Cited: 4
Introduction: Connecting Historical Justice and History Education
Mati Keynes, Henrik Åström Elmersjö, Daniel Lindmark, et al.
Springer eBooks (2021), pp. 1-20
Closed Access | Times Cited: 4
Addressing social polarization through critical thinking: Theoretical application in the “Living Well With Difference” course in secondary schools in England
Sara Savage, Emily Oliver, Ellen R. Gordon, et al.
Journal of Social and Political Psychology (2021) Vol. 9, Iss. 2, pp. 490-505
Open Access | Times Cited: 4
Teaching Social Justice Amidst Violence: Youth and Enacted Curricula in Canada, Bangladesh, and México
Kathy Bickmore, Rim Fathallah
Springer eBooks (2022), pp. 197-219
Closed Access | Times Cited: 3
Food for thought: The trajectories of democratic peace-building citizenship education
Yomna Awad
Citizenship Teaching and Learning (2019) Vol. 14, Iss. 3, pp. 347-363
Closed Access | Times Cited: 3
Applied Learning for Peace: Experiential Pedagogies, Teacher Practice and Engagement in Higher Education
Juliet Millican, Larisa Kasumagić-Kafedžić
Springer eBooks (2023), pp. 291-314
Closed Access | Times Cited: 1
Hope amid violence: youths’ agency and learning experiences to transform social conflicts in non-democratic settings
Najme Kishani Farahani
International Journal of Social Pedagogy (2024) Vol. 13, Iss. 1
Open Access
We are clueless: The voices of jordanian teachers untrained in conflict-sensitive pedagogy
Radzuwan Ab Rashid, Hanan Madanat, Omar Ali Al-Smadi, et al.
Teaching and Teacher Education (2024) Vol. 153, pp. 104839-104839
Closed Access
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