All Outputs (21)

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. (2023). Interrogating the agency and education of refugee children with disabilities in Northern Uganda: A critical capability approach. Children & Society, 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.

Refugee education: A critical visual analysis (2023)
Journal Article
Mcintyre, J., Dixon, K., & Walton, E. (2023). Refugee education: A critical visual analysis. International Journal of Inclusive Education, 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.

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, 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.

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. (2022). Inclusive education in South Africa: path dependencies and emergences. International Journal of Inclusive Education, 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.

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., …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.

Cumulative knowledge-building for inclusive education in initial teacher education (2019)
Journal Article
Walton, E., & Rusznyak, L. (2020). Cumulative knowledge-building for inclusive education in initial teacher education. European Journal of Teacher Education, 43(1), 18-37. https://doi.org/10.1080/02619768.2019.1686480

Initial teacher education must respond to the demand that newly qualified teachers are able to teach inclusively. This response has been the creation of opportunities for learning in coursework and field experiences. Research has identified the impac... Read More about Cumulative knowledge-building for inclusive education in initial teacher education.

Developing standards for inclusive teaching in South Africa: a dilemma analysis (2019)
Journal Article
Walton, E., & Rusznyak, L. (2019). Developing standards for inclusive teaching in South Africa: a dilemma analysis. Southern African Review of Education, 25(1), 89-106

As inclusive education has gained traction internationally, there has been a demand for teachers who are equipped to teach diverse learners. This has led to attempts to capture the competences of inclusive teachers in scholarly literature and in the... Read More about Developing standards for inclusive teaching in South Africa: a dilemma analysis.

Constraints to the implementation of inclusive teaching: a cultural historical activity theory approach (2019)
Journal Article
Andrews, D., Walton, E., & Osman, R. (2019). Constraints to the implementation of inclusive teaching: a cultural historical activity theory approach. International Journal of Inclusive Education, 1-16. https://doi.org/10.1080/13603116.2019.1620880

Learners who experience learning challenges are at risk of not accessing equitable education opportunities in South African schools. This is despite teacher education and system reform initiatives towards more inclusive education. To discover what co... Read More about Constraints to the implementation of inclusive teaching: a cultural historical activity theory approach.

What matters in learning communities for inclusive education: a cross-case analysis (2019)
Journal Article
Walton, E., Carrington, S., Saggers, B., Edwards, C., & Kimani, W. (2019). What matters in learning communities for inclusive education: a cross-case analysis. Professional Development in Education, 1-15. https://doi.org/10.1080/19415257.2019.1689525

© 2019 International Professional Development Association (IPDA). Implementing inclusive education requires on-going commitment to teachers’ professional learning. One way of implementing professional learning is to develop learning communities based... Read More about What matters in learning communities for inclusive education: a cross-case analysis.

Decolonising (through) inclusive education? (2018)
Journal Article
Walton, E. (in press). Decolonising (through) inclusive education?. https://doi.org/10.17159/2221-4070/2018/v7i0a3

Inclusive education seeks to reduce exclusion from and within schools, and to secure participation and learning success for all. Its origins are in countries of the Global North, and countries of the Global South, like South Africa, have been relativ... Read More about Decolonising (through) inclusive education?.

Teacher beliefs about grade repetition: an exploratory South African study (2018)
Journal Article
Walton, E. (2018). Teacher beliefs about grade repetition: an exploratory South African study. Citizenship Teaching and Learning, 13(1), 45-60. https://doi.org/10.1386/ctl.13.1.45_1

Inclusive education is described as an ‘apprenticeship in democracy’ as it is concerned with the identification and dismantling of exclusionary practices in schools. One such practice is grade repetition, which is known to result in school disaffecti... Read More about Teacher beliefs about grade repetition: an exploratory South African study.

Inclusive education in the academy: pedagogical and political imperatives in a master’s course (2017)
Journal Article
Walton, E. (2018). Inclusive education in the academy: pedagogical and political imperatives in a master’s course. International Journal of Inclusive Education, 22(8), 856-869. https://doi.org/10.1080/13603116.2017.1412512

Many universities offer undergraduate and postgraduate courses in inclusive education. There has been much research into the impact of these courses, but little is written about their design. This article focuses on a master’s course in inclusive edu... Read More about Inclusive education in the academy: pedagogical and political imperatives in a master’s course.

Inclusive education in initial teacher education in South Africa: practical or professional knowledge? (2017)
Journal Article
Walton, E. (2017). Inclusive education in initial teacher education in South Africa: practical or professional knowledge?. Journal of Education, 67,

Inclusive education is embedded in South African policy with the expectation that teacher education will equip pre-service teachers to teach inclusively. As a result, courses in inclusive education are offered in most Initial Teacher Education (ITE)... Read More about Inclusive education in initial teacher education in South Africa: practical or professional knowledge?.

Choices in the Design of Inclusive Education Courses for Pre-service Teachers: The Case of a South African University (2016)
Journal Article
Walton, E., & Rusznyak, L. (2017). Choices in the Design of Inclusive Education Courses for Pre-service Teachers: The Case of a South African University. International Journal of Disability, Development and Education, 64(3), 231-248. https://doi.org/10.1080/1034912x.2016.1195489

© 2016 Informa UK Limited, trading as Taylor & Francis Group. It is expected that that pre-service teachers are adequately equipped to meet the needs of diverse students. This article discusses the choices that teacher educators must make in design... Read More about Choices in the Design of Inclusive Education Courses for Pre-service Teachers: The Case of a South African University.

Approaches to assessing pre- service teachers’ learning in authentic and rigorous ways: The case of an inclusive education module (2016)
Journal Article
Walton, E., & Rusznyak, L. (2016). Approaches to assessing pre- service teachers’ learning in authentic and rigorous ways: The case of an inclusive education module. 00 Journal not listed, 34(1), 84-101. https://doi.org/10.18820/2519593X/pie.v34i1.7

Initial teacher education programmes offer inclusive education modules that seek to prepare teachers for teaching diverse learners. While there is growing research on the content and pedagogy of inclusive education modules, relatively less attention... Read More about Approaches to assessing pre- service teachers’ learning in authentic and rigorous ways: The case of an inclusive education module.

‘You can train us until we are blue in our faces, we are still going to struggle’: Teacher professional learning in a full-service school (2014)
Journal Article
Walton, E., Nel, N. M., Muller, H., & Lebeloane, O. (2014). ‘You can train us until we are blue in our faces, we are still going to struggle’: Teacher professional learning in a full-service school. Education as Change, 18(2), 319-333. https://doi.org/10.1080/16823206.2014.926827

Teacher educators internationally are concerned with how best to prepare and equip teachers to be pedagogically responsive to an increasingly diverse learner population. This concern is echoed in South Africa as inclusive education is entrenched in t... Read More about ‘You can train us until we are blue in our faces, we are still going to struggle’: Teacher professional learning in a full-service school.