| Guest editors’ introduction: The state of teachers of color T O. Jackson, R Kohli Equity & Excellence in Education 49 (1), 1-8, 2016 | 117 | 2016 |
| Advice to white allies: Insights from faculty of color GS Boutte, TO Jackson Race Ethnicity and Education 17 (5), 623-642, 2014 | 107 | 2014 |
| Liberation literature: Positive cultural messages in children’s and young adult literature at freedom schools GS Boutte, TO Jackson Language Arts 87 (2), 108-116, 2009 | 74 | 2009 |
| Perspectives and insights from preservice teachers of color on developing culturally responsive pedagogy at predominantly white institutions TO Jackson Action in Teacher Education 37 (3), 223-237, 2015 | 73 | 2015 |
| The continuing legacy of freedom schools as sites of possibility for equity and social justice for black students TO Jackson, TC Howard Western Journal of Black Studies 38 (3), 155, 2014 | 66 | 2014 |
| Meeting their fullest potential: The beliefs and teaching of a culturally relevant science teacher CP Kelly-Jackson, TO Jackson | 65 | 2011 |
| Exploring culturally relevant/responsive pedagogy as praxis in teacher education TO Jackson, GS Boutte The New Educator 14 (2), 87-90, 2018 | 50 | 2018 |
| Community mapping as a tool for developing culturally relevant pedagogy TO Jackson, BS Bryson The new educator 14 (2), 109-128, 2018 | 38 | 2018 |
| Double-talking: The complexities surrounding Black male teachers as both problems and solutions TO Jackson, GS Boutte, BS Wilson Black male teachers, 117-131, 2013 | 34 | 2013 |
| Developing sociopolitical consciousness at Freedom Schools: Implications for culturally responsive teacher preparation TO Jackson Teaching Education 22 (3), 277-290, 2011 | 32 | 2011 |
| A case for culturally relevant science education in the summer for African American youth B Garvin-Hudson, TO Jackson International Journal of Qualitative Studies in Education 31 (8), 708-725, 2018 | 29 | 2018 |
| Linguistic policies for African American language speakers: Moving from anti-Blackness to pro-Blackness GS Boutte, ME Earick, TO Jackson Theory Into Practice 60 (3), 231-241, 2021 | 28 | 2021 |
| An analysis of a white preservice teacher’s reflections on race and young children within an urban school context TO Jackson, ML Bryan, ML Larkin Urban Education 51 (1), 60-81, 2016 | 27 | 2016 |
| Towards collective work and responsibility: Sources of support within a Freedom School teacher community TO Jackson Teaching and Teacher Education 25 (8), 1141-1149, 2009 | 27 | 2009 |
| Internalized racism and the pursuit of cultural relevancy: Decolonizing practices for critical consciousness with preservice teachers of color TO Jackson, LD Kazembe, L Morgan Theory Into Practice 60 (3), 291-300, 2021 | 21 | 2021 |
| Preservice teachers of color and the intersections of teacher identity, race, and place TO Jackson Research on teacher identity: Mapping challenges and innovations, 207-216, 2018 | 15 | 2018 |
| “Making the Readings Come to Life”: Expanding Notions of Language Arts at Freedom School TO Jackson The New Educator 5 (4), 311-328, 2009 | 14 | 2009 |
| Learning to teach in Freedom Schools: Developing practices and identities as educators and activists TO Jackson Michigan State University. Department of Teacher Education, 2006 | 13 | 2006 |
| “Black like me”: Female preservice teachers of Color on learning to teach for social justice with a Black female professor TO Jackson, A Ballard, M Drewery, B Membres, L Morgan, FJ Nicholson Black female teachers 6, 93-113, 2017 | 11 | 2017 |
| Chapter Five:" Are We Change Agents or Pawns?" Reflecting on the Experiences of Three African American Junior Faculty ML Jay, CL Packer-William, TO Jackson Counterpoints, 97-118, 2010 | 11 | 2010 |
