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Outputs (11)

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. (2023). Why inclusive education falters: a Bernsteinian analysis. International Journal of Inclusive Education, 1-15. 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.

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.

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.

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.

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.

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.

Compounded Exclusion: Education for Disabled Refugees in Sub-Saharan Africa (2020)
Journal Article
Walton, E., McIntyre, J., Awidi, S. J., De Wet-Billings, N., Dixon, K., Madziva, R., Monk, D., Nyoni, C., Thondhlana, J., & Wedekind, V. (2020). Compounded Exclusion: Education for Disabled Refugees in Sub-Saharan Africa. Frontiers in Education, 5, Article 47. https://doi.org/10.3389/feduc.2020.00047

International conventions acknowledge the right of refugees and of disabled people to access quality inclusive education. Both groups struggle to assert this right, particularly in the Global South, where educational access may be hindered by system... Read More about Compounded Exclusion: Education for Disabled Refugees in Sub-Saharan Africa.