Open Library

Akkerman, S. F. & Meijer, P. C. (2011). A dialogical approach to conceptualizing teacher identity. Teaching and Teacher Education, 27(2), 308–319. https://doi.org/10.1016/j.tate.2010.08.013, Link to full text.

Johansson, A., Klang, N. and Lindqvist, G. (2021). Special needs educators’ roles and work in relation to recently arrived immigrant pupils in need of special educational support. Journal of Research on Special Educational Needs, 21(4), 355-367. Link: https://doi.org/10.1111/1471-3802.12535

Nolan, A. & Molla, T. (2018). Teacher professional learning through pedagogy of discomfort. Reflective Practice, 19(6), 721-735, Link: https://doi.org/10.1080/14623943.2018.1538961

Palmer, P. J. (1997). The Heart of a Teacher Identity and Integrity in Teaching. Change: The Magazine of Higher Learning, 29(6), 14-21, Link: https://doi.org/10.1080/00091389709602343 

Pugach, M. C., Gomez-Najarro, J., & Matewos, A. M. (2019). A Review of Identity in Research on Social Justice in Teacher Education: What Role for Intersectionality? Journal of Teacher Education, 70(3), 206-218. Link: https://doi.org/10.1177/0022487118760567

Todd, Sharon (2011). Educating Beyond Cultural Diversity: Redrawing the Boundaries of a Democratic Plurality. Studies in Philosophy and Education, 30(2), 101-111. ISSN 0039-3746. Link: https://mural.maynoothuniversity.ie/8546/

Wijeyesinghe, C. L. & Jones, S.R. (2014). Intersectionality, Identity, and Systems of Power and Inequality. In: D. Mitchell, C. Y. Simmons, L. A. Greyerbiehl (Eds.). Intersectionality & higher education: Theory, research, & praxis. New York: Peter Lang. 9-19. Link to full text.