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Cited by

• 2013Negotiating the “White Male Math Myth”: African American Male Students and Success in School Mathematics104 cited
• 2009Embracing the Inherent Tensions in Teaching Mathematics from an Equity Stance104 cited
• 2010Beyond Gap Gazing: How Can Thinking About Education Comprehensively Help Us (Re)envision Mathematics Education?96 cited
• 2012Theories for Studying Social, Political and Cultural Dimensions of Mathematics Education49 cited
• 2016Exploring inclusive pedagogical practices in Hong Kong primary EFL classrooms43 cited
• 2013Transformed Understanding or Enlightened Ableism? The Gap Between Policy and Practice for Children with Disabilities in Aotearoa New Zealand19 cited
• 2011Creating a Space for Decolonization:Health through Theatre with Indigenous Youth18 cited
• 2018Situating English Language Teaching in Indonesia within a Critical, Global Dialogue of Theories: A Case Study of Teaching Argumentative Writing and Cross-Cultural Understanding Courses17 cited
• 2022Bursting the ‘childhood bubble’: reframing discourses of LGBTQ+ teachers and their students15 cited
• 2024“Mathematics is a battle, but I’ve learned to survive”: becoming a disabled student in university mathematics13 cited
• 2009Locating Social Justice in Career Education: What can a Small-Scale Study from New Zealand Tell Us?11 cited
• 2020Transformation of Legal Education in Indonesia Based on Social Justice9 cited