Disabled Refugees Included and Visible in Education (DRIVE): Blogs
(2022)
Digital Artefact
(2022). Disabled Refugees Included and Visible in Education (DRIVE): Blogs. [Blog posts]
Outputs (9)
Pedagogical Responsiveness in Complex Contexts: Issues of Transformation, Inclusion and Equity (2022)
Book
Walton, E., & Osman, R. (Eds.). (2022). Pedagogical Responsiveness in Complex Contexts: Issues of Transformation, Inclusion and Equity. Springer. https://doi.org/10.1007/978-3-031-12718-2
Disability studies in education and intersectionality (2022)
Book Chapter
Walton, E. (2022). Disability studies in education and intersectionality. In R. Tierney, F. Rizvi, & K. Ercikan (Eds.), International Encyclopedia of Education. (4th). Elsevier
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/10.4324/9781003137634-2Language 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 AcademyContents: 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_11This 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_1Responsiveness 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.v42n3a2090Teacher 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/10.1080/13603116.2022.2061608Inclusive 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.