| Designing a tool for history textbook analysis KE Morgan, E Henning Forum Qualitative Sozialforschung/Forum: Qualitative Social Research 14 (1), 2013 | 43 | 2013 |
| How school history textbooks position a textual community through the topic of racism K Morgan, E Henning Historia 56 (2), 169-190, 2011 | 23 | 2011 |
| Learning empathy through school history textbooks? A case study KE Morgan Rethinking History 19 (3), 370-392, 2015 | 20 | 2015 |
| Scholarly and Values-driven Objectives in Two South African School History Textbooks: An Analysis of Topics of Race and Racism/Wissenschaftliche und wertbestimmte Lernziele in … K Morgan Historical Social Research/Historische Sozialforschung, 299-322, 2010 | 19 | 2010 |
| Decoding the visual grammar of selected south african history textbooks KE Morgan Journal of Educational Media, Memory, and Society 6 (1), 59-78, 2014 | 16 | 2014 |
| The raising of the flag in ‘Volkstaat’Orania: Perspectives on a school ceremony H Hues, K Morgan Education as Change 14 (1), 33-46, 2010 | 14 | 2010 |
| Reflexive grappling with theory and methods of text analysis: Race and racism represented in history textbooks K Morgan South African Historical Journal 62 (4), 753-770, 2010 | 13 | 2010 |
| Stereotypes, prejudices, self and'the other'in history textbooks K Morgan Yesterday and Today, 85-100, 2012 | 11 | 2012 |
| From Auschwitz to apartheid–conceptual representations in history textbooks K Morgan Education as Change 16 (1), 3-20, 2012 | 9 | 2012 |
| Textbooks as mediators in the intellectual project of history education KE Morgan PQDT-Global, 2011 | 8 | 2011 |
| Is it possible to understand the Holocaust? Insights from some German school contexts K Morgan Holocaust Studies 23 (4), 441-463, 2017 | 4 | 2017 |
| Of ‘wealthy industrialists’ and ‘white protestant europeans’-the history of race racism as portrayed in a South African textbook K Morgan | 4 | 2010 |
| Guilt (y) today? What some German youths say after virtual encounters with Shoah survivors KE Morgan Journal of Historical Sociology 31 (4), 436-454, 2018 | 2 | 2018 |
| What Can Be Learned about Antisemitism from Holocaust Survivor Testimonies? A Narrative Inquiry Approach. KE Morgan Journal of Social Science Education 19 (3), 114-131, 2020 | 1 | 2020 |
| Reasonable interpretations or emotional identification? Using video testimony in history lessons KE Morgan The Palgrave Handbook of History and Social Studies Education, 511-540, 2020 | 1 | 2020 |
| How do traumatic Shoah-witness testimonies fit into German History Education? KE Morgan Forum Pedagogiczne 8 (1), 273-285, 2018 | 1 | 2018 |
| Body, Mind and Spirit—Philosophical Reflections for Researching Education about the Holocaust KE Morgan Education Sciences 7 (3), 75, 2017 | 1 | 2017 |
| Exploring the Educational Potential of a Video-Interview with a Shoah Survivor KE Morgan Full Issue 11.2 11 (2), 88-105, 2017 | 1 | 2017 |
| Incremental research questions K Morgan, E Henning Education as Change 15 (2), 175-177, 2011 | 1 | 2011 |
| Schools as sites of ethnographic research K Morgan, E Henning Education As Change 14 (1), 1-3, 2010 | 1 | 2010 |
