Franziska Felder

425 total citations
15 papers, 169 citations indexed

About

Franziska Felder is a scholar working on Education, Sociology and Political Science and Political Science and International Relations. According to data from OpenAlex, Franziska Felder has authored 15 papers receiving a total of 169 indexed citations (citations by other indexed papers that have themselves been cited), including 6 papers in Education, 4 papers in Sociology and Political Science and 3 papers in Political Science and International Relations. Recurrent topics in Franziska Felder's work include Collaborative Teaching and Inclusion (3 papers), Political Philosophy and Ethics (3 papers) and Disability Rights and Representation (2 papers). Franziska Felder is often cited by papers focused on Collaborative Teaching and Inclusion (3 papers), Political Philosophy and Ethics (3 papers) and Disability Rights and Representation (2 papers). Franziska Felder collaborates with scholars based in Switzerland, Austria and United Kingdom. Franziska Felder's co-authors include Rachel Sermier Dessemontet, Elisabeth Moser Opitz, Ariana Garrote, Barbara Schmitz, Jerome Bickenbach and Heikki Ikäheimo and has published in prestigious journals such as SHILAP Revista de lepidopterología, International Journal of Inclusive Education and Educational Review.

In The Last Decade

Franziska Felder

10 papers receiving 142 citations

Peers

Franziska Felder
Maximus Monaheng Sefotho South Africa
Ismael García Cedillo Mexico
Nomisha Kurian United Kingdom
Simi Linton United States
Lúcia Pereira Leite Brazil
Philip Garner United Kingdom
Emma Kearney Australia
Nadia Rousseau Canada
Margaret Winzer Canada
Esther Roca-Campos Spain
Maximus Monaheng Sefotho South Africa
Franziska Felder
Citations per year, relative to Franziska Felder Franziska Felder (= 1×) peers Maximus Monaheng Sefotho

Countries citing papers authored by Franziska Felder

Since Specialization
Citations

This map shows the geographic impact of Franziska Felder's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Franziska Felder with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Franziska Felder more than expected).

Fields of papers citing papers by Franziska Felder

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Franziska Felder. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Franziska Felder. The network helps show where Franziska Felder may publish in the future.

Co-authorship network of co-authors of Franziska Felder

This figure shows the co-authorship network connecting the top 25 collaborators of Franziska Felder. A scholar is included among the top collaborators of Franziska Felder based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Franziska Felder. Franziska Felder is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

15 of 15 papers shown
1.
Felder, Franziska. (2025). Bridging the gap between knowledge and justice: Epistemic challenges in participatory disability research. Theory and Research in Education. 23(3). 268–283.
2.
3.
Felder, Franziska. (2022). Die Ethik inklusiver Bildung. 2 indexed citations
4.
Felder, Franziska. (2021). The Ethics of Inclusive Education. 6 indexed citations
5.
Felder, Franziska. (2021). Systematik der Anerkennung. SHILAP Revista de lepidopterología.
6.
Felder, Franziska. (2021). Inklusion oder: was im Nebel der Ideologie so alles verschwindet. Zeitschrift für Pädagogik. 64(1). 80–87. 1 indexed citations
7.
Opitz, Elisabeth Moser, et al.. (2020). The impact of special education resources and the general and the special education teacher’s competence on pupil mathematical achievement gain in inclusive classrooms. International Journal of Inclusive Education. 1–17. 5 indexed citations
8.
Garrote, Ariana, et al.. (2020). Social Acceptance in Inclusive Classrooms: The Role of Teacher Attitudes Toward Inclusion and Classroom Management. Frontiers in Education. 5. 34 indexed citations
9.
Felder, Franziska. (2019). Inclusive education, the dilemma of identity and the common good. Theory and Research in Education. 17(2). 213–228. 13 indexed citations
10.
Felder, Franziska. (2019). Celebrating diversity in education and the special case of disability. Educational Review. 73(2). 137–152. 12 indexed citations
11.
Felder, Franziska. (2018). The Value of Inclusion. Journal of Philosophy of Education. 52(1). 54–70. 36 indexed citations
12.
Ikäheimo, Heikki & Franziska Felder. (2018). Anerkennung und inklusive Bildung. 1 indexed citations
13.
Felder, Franziska. (2014). Die Grenzen eines Rechts auf schulische Inklusion und die Bedeutung für den Gemeinsamen Unterricht. Psychologie in Erziehung und Unterricht. 62(1). 18–18. 1 indexed citations
14.
Bickenbach, Jerome, et al.. (2013). Disability and the Good Human Life. Cambridge University Press eBooks. 50 indexed citations
15.
Felder, Franziska. (2012). Inklusion und Gerechtigkeit – das Recht behinderter Menschen auf Teilhabe. Zurich Open Repository and Archive (University of Zurich). 8 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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2026