All Outputs (4)

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. (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.