| How to counteract racism in education–A typology of teachers’ anti-racist actions E Arneback, J Jämte Race ethnicity and education 25 (2), 192-211, 2022 | 70 | 2022 |
| Med kränkningen som måttstock: om planerade bemötanden av främlingsfientliga uttryck i gymnasieskolan E Arneback Örebro universitet, 2012 | 54 | 2012 |
| Att motverka rasism i förskolan och skolan E Arneback, J Jämte Natur och kultur, 2017 | 42 | 2017 |
| Hur villkorar juridifieringen lärarprofessionens arbete med skolans kunskaper och värden? A Bergh, E Arneback Utbildning & Demokrati–tidskrift för didaktik och utbildningspolitk 25 (1 …, 2016 | 34 | 2016 |
| Moral imagination in education: A Deweyan proposal for teachers responding to hate speech E Arneback Journal of Moral Education 43 (3), 269-281, 2014 | 33 | 2014 |
| Den paketerade valfriheten–Om Framtidsvägen för den svenska gymnasieskolan A Bergh, E Arneback Nordic Studies in Education 30 (2), 116-130, 2010 | 26 | 2010 |
| Med kränkningen som måttstock E Arneback Om planerade bemötanden av främlingsfientliga uttryck i gymnasieskolan 35, 2012 | 21 | 2012 |
| Teachers’ deliberation on communicative potentials in classrooms when students express racism E Arneback, T Englund Reflective Practice 21 (1), 28-40, 2020 | 20 | 2020 |
| Locations of racism in education: A speech act analysis of a policy chain E Arneback, A Quennerstedt Journal of Education Policy 31 (6), 773-788, 2016 | 17 | 2016 |
| Writing in and out of control-A longitudinal study of three student teachers’ experiences of academic writing in preschool teacher education E Arneback, T Englund, TD Solbrekke Nordic Studies in Education 36 (3), 211-228, 2016 | 14 | 2016 |
| A conceptual framework for understanding juridification of and in education M Rosén, E Arneback, A Bergh Journal of Education Policy 36 (6), 822-842, 2021 | 13 | 2021 |
| Achieving a professional identity through writing E Arneback, T Englund, TD Solbrekke Education Inquiry 8 (4), 284-298, 2017 | 12 | 2017 |
| Doing interdisciplinarity in teacher education. Resources for learning through writing in two educational programmes E Arneback, M Blåsjö Education Inquiry 8 (4), 299-317, 2017 | 11 | 2017 |
| En skola i integration? Lärdomar från Örebro kommuns arbete med styrd skolintegration E Arneback, A Bergh, J Jämte, A Trumberg Örebro University, 2021 | 10 | 2021 |
| Student teachers’ experiences of academic writing in teacher education–on moving between different disciplines E Arneback, T Englund, TD Solbrekke Education Inquiry 8 (4), 268-283, 2017 | 10 | 2017 |
| Bemötanden av främlingsfientlighet i gymnasieskolan E Arneback Arkiv. Tidskrift för samhällsanalys, 139-165, 2013 | 9 | 2013 |
| Yrkeslärare som värdebalanserare-värdekonflikter mellan skolans och arbetsplatsens läroplan i lärlingsutbildning E Arneback, M Nylund Utbildning och Lärande/Education and Learning 11 (1), 82-101, 2017 | 8 | 2017 |
| Becoming an anti-racist teacher: countering racism in education E Arneback Teachers and Teaching 28 (3), 357-368, 2022 | 7 | 2022 |
| On teachers’ professionalism when colleagues express racism–Challenges and choices E Arneback, A Bergh, Á Tryggvason Scandinavian Journal of Educational Research 67 (1), 169-180, 2023 | 6 | 2023 |
| Juridification of Swedish Education–changing conditions for teachers’ professional work A Bergh, E Arneback Policing schools: School violence and the juridification of youth, 53-70, 2019 | 6 | 2019 |
