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All Outputs (11)

“Think of what you could learn” : Parent knowledge in the inclusive education knowledge ecology (2025)
Book Chapter
Walton, E. (2025). “Think of what you could learn” : Parent knowledge in the inclusive education knowledge ecology. In The Knowledge of Inclusive Education : An Ecological Approach (79-96). Taylor & Francis (Routledge). https://doi.org/10.4324/9781003319900-5

Individual and collective parent activism has advanced inclusive education over the past decades. But parents’ knowledge is often disregarded, despite parents having rich knowledge resources which underpin advocacy for inclusion. Advocacy for individ... Read More about “Think of what you could learn” : Parent knowledge in the inclusive education knowledge ecology.

Fundamental concepts of inclusive education (2023)
Book Chapter
Graham, L. J., Medhurst, M., Tancredi, H., Spandagou, I., & Walton, E. (2023). Fundamental concepts of inclusive education. In L. J. Graham (Ed.), Inclusive Education for the 21st Century: Theory, Policy and Practice (60-80). (2nd edition). Routledge. https://doi.org/10.4324/9781003350897-5

For inclusive education to succeed, system and school leaders and educators need a deep understanding of both curriculum content and learner diversity. This knowledge enables them to anticipate and eliminate barriers in what they teach (curriculum),... Read More about Fundamental concepts of inclusive education.

Disability studies in education and intersectionality (2022)
Book Chapter
Walton, E. (2023). Disability studies in education and intersectionality. In R. Tierney, F. Rizvi, & K. Ercikan (Eds.), International Encyclopedia of Education (249--258). (Fourth Edition). Elsevier. https://doi.org/10.1016/B978-0-12-818630-5.12013-5

Disabled children and young people are among the most marginalized in education. Understanding ableist power is necessary to address educational exclusion, but it is not always sufficient. Intersectional analysis shows that disability is co-construct... Read More about Disability studies in education and intersectionality.

Language matters (2022)
Book Chapter
Walton, E., & Marais, C. (2022). Language matters. In K. Black-Hawkins, & A. Grinham-Smith (Eds.), Expanding Possibilities for Inclusive Learning (14-29). (1). Taylor & Francis (Routledge). https://doi.org/10.4324/9781003137634-2

Language is an important consideration in the quest for more inclusive classrooms, which expect the ‘Full and effective participation, accessibility, attendance and achievement of all students, especially those who, for different reasons, are exclude... Read More about Language matters.

Pedagogical Responsiveness in Complex Contexts (2022)
Book Chapter
Walton, E., & Osman, R. (2022). Pedagogical Responsiveness in Complex Contexts. In E. Walton, & R. Osman (Eds.), Pedagogical Responsiveness in Complex Contexts: Issues of Transformation, Inclusion and Equity (1-20). Springer. https://doi.org/10.1007/978-3-031-12718-2_1

Responsiveness and complexity are familiar terms in pandemic times. When applied to education, they take on particular meanings separately and in combination. This chapter shows education complexified by a number of factors, including governance and... Read More about Pedagogical Responsiveness in Complex Contexts.

Conclusion: Pedagogical Responsiveness for Global Futures (2022)
Book Chapter
Osman, R., & Walton, E. (2022). Conclusion: Pedagogical Responsiveness for Global Futures. In E. Walton, & R. Osman (Eds.), Pedagogical responsiveness for complex contexts (181-193). Springer. https://doi.org/10.1007/978-3-031-12718-2_11

This concluding chapter draws together ideas from the book and opens provocations for thinking towards shared global futures. These futures are shown to be complex, requiring pedagogies that are responsive by being both reactive and anticipatory. The... Read More about Conclusion: Pedagogical Responsiveness for Global Futures.

The education of children with disabilities in South African online news reports (2020)
Book Chapter
Walton, E., & McKenzie, J. (2020). The education of children with disabilities in South African online news reports. In Disability, Media, and Representations: Other Bodies. Routledge

Many disabled children are not attending schools in South Africa, despite policies that promote inclusive education. Quite often, online news articles (re)visit this topic. Using a critical literacy approach, and informed by critical disability studi... Read More about The education of children with disabilities in South African online news reports.

Assimilation and celebration?: Discourses of difference and the application of critical diversity literacy in education (2018)
Book Chapter
Reygan, F., Walton, E., & Osman, R. (2018). Assimilation and celebration?: Discourses of difference and the application of critical diversity literacy in education. In Teacher Education for Diversity: Conversations from the Global South (1-20). Routledge

Globally, classrooms have become more complex and more demanding spaces for teaching and learning in recent years. This is the result of the interplay of numerous factors, which include the demands of late capitalism and the impact of social media. 1... Read More about Assimilation and celebration?: Discourses of difference and the application of critical diversity literacy in education.

Inclusive education: A tame solution to a wicked problem? (2017)
Book Chapter
Walton, E. (2017). Inclusive education: A tame solution to a wicked problem?. In N. Phasha, D. Mahlo, & G. J. Sefa Dei (Eds.), Inclusive Education in African contexts: A critical reader (85-100). Springer Publishing Company

Working towards education for all in Gauteng (2015)
Book Chapter
Walton, E. (2015). Working towards education for all in Gauteng. In Twenty Years of Education Transformation in Gauteng 1994 to 2014: An Independent Review (210-227). African Minds