Najwan Saada & Haneen Magadlah (2021) The meanings and possible implications of critical Islamic religious education, British Journal of Religious Education, 43:2, 206-217

Najwan Saada & Zehavit Gross (2021) “Why don’t you become Jewish”: identity politics in the encounter between Arab teachers and Jewish students in Israel, Research Papers in Education, 36:4, 423-438

Najwan Saada, Perceptions of democracy among Islamic education teachers in Israeli Arab high schools, The Journal of Social Studies Research, Volume 44, Issue 3, 2020, Pages 271-280

Saada, N. (2020). Teachers' Perceptions of Islamic Religious Education in Arab High Schools in Israel. In M. Huda, J. Safar, A. Mohamed, K. Jasmi, & B. Basiron (Eds.), Global Perspectives on Teaching and Learning Paths in Islamic Education (pp. 135-163). IGI Global.

Saada, N., & Gross, Z. (2019). The experiences of Arab teachers in Jewish schools in Israel. Teaching and Teacher Education, 79, 198-207

Saada, N. (2018). The theology of Islamic education from Salafi and liberal perspectives. Religious Education, 113 (4), 406-418

Saada, N. (2017). Schooling, othering, and the cultivation of Muslim students’ religious and civic identities. Journal of Religious Education, 64 (3), 179-195

Saada, N. (2015). Retheorizing critical and reflective religious education in public schools. The International Journal of Religion and Spirituality in Society,5 (4), 97-108

Saada, N. (2013). Critical reflections on values education for Arab students in Israel. Al-Hasad, 3, 73-94. (Arabic).

Saada, N. (2013). Teachers’ perspectives of citizenship education in Islamic schools in Michigan. Theory & Research in Social Education, 41(2), 247-273