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Professor ELIZABETH WALTON's Outputs (57)

The knowledge of inclusive education: An ecological approach (2025)
Book
Walton, E. (2025). The knowledge of inclusive education: An ecological approach. Routledge. https://doi.org/10.4324/9781003319900

The Knowledge of Inclusive Education is a paradigm-shifting exploration of inclusive education as a dynamic knowledge practice. The knowledge that underpins the practice is understood through the metaphor of an ecology, with valuable contributions fr... Read More about The knowledge of inclusive education: An ecological approach.

“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.

Education for disabled refugees in South Africa, Uganda and Zimbabwe: a cross-case analysis (2024)
Journal Article
Walton, E., Thondhlana, J., Monk, D., & Wedekind, V. (2024). Education for disabled refugees in South Africa, Uganda and Zimbabwe: a cross-case analysis. Compare: A Journal of Comparative and International Education, 1-18. https://doi.org/10.1080/03057925.2024.2429835

International treaties mandate the educational inclusion of refugees and disabled people, but many remain excluded with disabled refugees facing compounded exclusions. We compare research about educational access and inclusion for disabled refugees i... Read More about Education for disabled refugees in South Africa, Uganda and Zimbabwe: a cross-case analysis.

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.), . 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.

Refugee education: a critical visual analysis (2023)
Journal Article
Mcintyre, J., Dixon, K., & Walton, E. (2024). Refugee education: a critical visual analysis. International Journal of Inclusive Education, 28(14), 3375-3391 . https://doi.org/10.1080/13603116.2023.2274111

Refugee education has become an issue of national and international concern as the numbers of refugees rise globally. In a world where global issues such as forced migration are communicated and consumed through the visual mode, understanding how dis... Read More about Refugee education: a critical visual analysis.

Interrogating the agency and education of refugee children with disabilities in Northern Uganda: A critical capability approach (2023)
Journal Article
Monk, D., Walton, E., Madziva, R., Opio, G., Kruisselbrink, A., & Openjuru, G. L. (2024). Interrogating the agency and education of refugee children with disabilities in Northern Uganda: A critical capability approach. Children & Society, 38(5), 1419-1434. https://doi.org/10.1111/chso.12810

This paper draws on empirical evidence from a 3-year research project in Northern Uganda examining the educational experiences of refugees with disabilities. The authors present the compounded and interrelated challenges children with disabilities an... Read More about Interrogating the agency and education of refugee children with disabilities in Northern Uganda: A critical capability approach.

Why inclusive education falters: a Bernsteinian analysis (2023)
Journal Article
Walton, E. (2025). Why inclusive education falters: a Bernsteinian analysis. International Journal of Inclusive Education, 29(4), 570-584. https://doi.org/10.1080/13603116.2023.2241045

The inclusive education policy agenda has not made a significant impact on the global problem of educational exclusion. Explanations for this lack of impact include inadequate teacher education, lack of resources, negative attitudes, and a policy-pra... Read More about Why inclusive education falters: a Bernsteinian analysis.

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 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.

Disabled Refugees Included and Visible in Education (DRIVE): case reports: South Africa, Uganda, Zimbabwe (2022)
Report
(2022). Disabled Refugees Included and Visible in Education (DRIVE): case reports: South Africa, Uganda, Zimbabwe. British Academy

Contents: Disabled refugees students included and visible in education: challenges and opportunities in three African countries: South Africa case report / Nicole De-Wet Billings, Khuthala Mabetha -- Disabled refugees students included and visible in... Read More about Disabled Refugees Included and Visible in Education (DRIVE): case reports: South Africa, Uganda, Zimbabwe.

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.

Pre-service teachers’ experiences of schooling: Implications for preparation for inclusive education (2022)
Journal Article
Rusznyak, L., Walton, E., & Kenny, J. (2022). Pre-service teachers’ experiences of schooling: Implications for preparation for inclusive education. South African Journal of Education, 42(3), Article 2090. https://doi.org/10.15700/saje.v42n3a2090

Teacher educators in South Africa face challenges of preparing new teachers for an inclusive education system that has been accepted as policy but is not yet fully realised in school contexts. Pre-service teachers entering teacher preparation program... Read More about Pre-service teachers’ experiences of schooling: Implications for preparation for inclusive education.

Inclusive education in South Africa: path dependencies and emergences (2022)
Journal Article
Walton, E., & Engelbrecht, P. (2024). Inclusive education in South Africa: path dependencies and emergences. International Journal of Inclusive Education, 28(10), 2138-2156. https://doi.org/10.1080/13603116.2022.2061608

Inclusive education is a fundamental right of all students. Despite international policy initiatives, educational exclusion is pervasive, especially in the Global South, and disproportionately affects disabled students. Barriers to inclusive educatio... Read More about Inclusive education in South Africa: path dependencies and emergences.

Challenges arising from the special education legacy in Russia and South Africa: a cross-case analysis (2021)
Journal Article
Kalinnikova Magnusson, L., & Walton, E. (2023). Challenges arising from the special education legacy in Russia and South Africa: a cross-case analysis. Compare: A Journal of Comparative and International Education, 53(3), 488-505. https://doi.org/10.1080/03057925.2021.1932421

The pursuit of inclusive education in different countries is shaped by the extent and the nature of existing special educational provisions. We focus on two authoritarian regimes in the previous century: Soviet Russia (USSR) with its ideology of clas... Read More about Challenges arising from the special education legacy in Russia and South Africa: a cross-case analysis.

Revisiting (inclusive) education in the postcolony (2021)
Journal Article
Abdulrahman, H. K., Adebisi, F., Nwako, Z., & Walton, E. (2021). Revisiting (inclusive) education in the postcolony. Journal of the British Academy, 9(s1), 47-75. https://doi.org/10.5871/jba/009s1.047

This article uses a dialogic approach to explore the complex state of education in the postcolony. It revisits the subject of educational inclusion (and exclusion) and interrogates different epistemological and systemic framings of what constitutes e... Read More about Revisiting (inclusive) education in the postcolony.

Googling inclusive education: a critical visual analysis (2020)
Journal Article
Walton, E., & Dixon, K. (2022). Googling inclusive education: a critical visual analysis. Discourse, 43(2), 217-230. https://doi.org/10.1080/01596306.2020.1819203

Inclusive education is a global rights-based response to educational exclusion. It is communicated through a range of modalities, but analysis predominantly focuses on discourses constituted in written texts. Systematic research is needed to understa... Read More about Googling inclusive education: a critical visual analysis.