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ELIZABETH WALTON's Outputs (37)

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. (in press). Education for disabled refugees in South Africa, Uganda and Zimbabwe: A cross-case analysis. Compare: A Journal of Comparative and International Education,

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.

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.

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, 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.

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.

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.

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.

Could Practicum Placements in Contrasting Contexts Support the Preparation of Pre-Service Teachers for an Envisaged Inclusive Education System? A South African study (2017)
Journal Article
Rusznyak, L., & Walton, E. (2017). Could Practicum Placements in Contrasting Contexts Support the Preparation of Pre-Service Teachers for an Envisaged Inclusive Education System? A South African study. International Journal of Disability, Development and Education, 64(5), 463-482. https://doi.org/10.1080/1034912X.2016.1267333

In contexts where inclusive education is nascent, teacher educators face the challenge of preparing pre-service teachers for a system that does not yet exist. While this might be possible through university-based coursework, difficulties arise when s... Read More about Could Practicum Placements in Contrasting Contexts Support the Preparation of Pre-Service Teachers for an Envisaged Inclusive Education System? A South African study.

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?.

Schooling in the shadow of benevolence: The experience of scholarship recipients in affluent schools (2016)
Journal Article
Geyer, K., & Walton, E. (2016). Schooling in the shadow of benevolence: The experience of scholarship recipients in affluent schools. South African Journal of Higher Education, 29(1), https://doi.org/10.20853/29-1-461

In a quest for improved educational outcomes that will lead to access to and success in higher education and the workplace, many affluent independent South African high schools offer scholarship places to talented and deserving learners. Learners sel... Read More about Schooling in the shadow of benevolence: The experience of scholarship recipients in affluent schools.

Preparation of students with disabilities to graduate into professions in the South African context of higher learning: Obstacles and opportunities (2016)
Journal Article
Ndlovu, S., & Walton, E. (2016). Preparation of students with disabilities to graduate into professions in the South African context of higher learning: Obstacles and opportunities. African Journal of Disability, 5(1), 1-8. https://doi.org/10.4102/ajod.v5i1.150

Background: Persons with disabilities continue to be excluded from professions in South Africa despite legislation on non-discrimination and equity.

Objectives: We sought to identify both the opportunities and obstacles that students with disabil... Read More about Preparation of students with disabilities to graduate into professions in the South African context of higher learning: Obstacles and opportunities.

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.

Global Concerns and Local Realities: The “Making Education Inclusive” Conference in Johannesburg (2014)
Journal Article
Walton, E. (2015). Global Concerns and Local Realities: The “Making Education Inclusive” Conference in Johannesburg. Intervention in School and Clinic, 50(3), 173-177. https://doi.org/10.1177/1053451214542039

Inclusive education is a global phenomenon expressed differently in various countries, and different contextual realities support or constrain the process of making education more inclusive. This column reports on an international conference on inclu... Read More about Global Concerns and Local Realities: The “Making Education Inclusive” Conference in Johannesburg.

‘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.

Using metaphors to gain insight into South African student teachers' initial and developing conceptions of ‘being a teacher’ (2014)
Journal Article
Rusznyak, L., & Walton, E. (2014). Using metaphors to gain insight into South African student teachers' initial and developing conceptions of ‘being a teacher’. Education as Change, 18(2), 335-355. https://doi.org/10.1080/16823206.2014.882265

Abstract: Metaphors are a useful way of accessing students' conceptions of teaching and tracking how their conceptions shift over time. This article analyses metaphors for ‘being a teacher’ written by a group of South African student teachers at the... Read More about Using metaphors to gain insight into South African student teachers' initial and developing conceptions of ‘being a teacher’.

Pre-service teachers' pedagogical learning during practicum placements in special schools (2013)
Journal Article
Walton, E., & Rusznyak, L. (2013). Pre-service teachers' pedagogical learning during practicum placements in special schools. Teaching and Teacher Education, 36, 112-120. https://doi.org/10.1016/j.tate.2013.07.011

This paper discusses the pedagogical learning of some South African pre-service teachers during a practicum in 'special' schools. Besides promoting their understanding of diversity, these pre-service teachers noticed aspects of pedagogy that had been... Read More about Pre-service teachers' pedagogical learning during practicum placements in special schools.

Inclusion in a South African high school? Reporting and reflecting on what learners say (2012)
Journal Article
Walton, E. (2013). Inclusion in a South African high school? Reporting and reflecting on what learners say. International Journal of Inclusive Education, 17(11), 1171-1185. https://doi.org/10.1080/13603116.2012.742577

A concern with formal and epistemological access to schools can neglect the importance of access to the informal school and the friendships and sense of belonging that this implies. Despite the challenges of voice research, listening to what young pe... Read More about Inclusion in a South African high school? Reporting and reflecting on what learners say.

From clinic to classroom: A model of teacher education for inclusion (2012)
Journal Article
Walton, E., & Lloyd, G. (2012). From clinic to classroom: A model of teacher education for inclusion. Perspectives in Education, 30(2), 62-70

One of the challenges associated with the implementation of inclusive education in South Africa is the effective training of teachers to meet diverse learning needs in their classrooms. This article reflects on the pilot years of a postgraduate degre... Read More about From clinic to classroom: A model of teacher education for inclusion.

Using Literature as a Strategy to Promote Inclusivity in High School Classrooms (2012)
Journal Article
Walton, E. (2012). Using Literature as a Strategy to Promote Inclusivity in High School Classrooms. Intervention in School and Clinic, 47(4), 224-233. https://doi.org/10.1177/1053451211424604

Reports on school bullying of students who are different suggest that teachers need to be intentional about implementing strategies that promote inclusive attitudes and behaviors in diverse classrooms. Literature offers much to education in general,... Read More about Using Literature as a Strategy to Promote Inclusivity in High School Classrooms.

Lesson planning guidelines for student teachers: A scaffold for the development of pedagogical content knowledge (2011)
Journal Article
Rusznyak, L., & Walton, E. (2011). Lesson planning guidelines for student teachers: A scaffold for the development of pedagogical content knowledge. Education as Change, 15(2), 271-285. https://doi.org/10.1080/16823206.2011.619141

Lesson planning for student teachers is often regarded in technical terms, merely as the means to ensure effective classroom performance. This approach limits the possibilities that the process of lesson planning offers to the development of professi... Read More about Lesson planning guidelines for student teachers: A scaffold for the development of pedagogical content knowledge.

“They discluded me”: possibilities and limitations of children’s participation in inclusion research in South Africa (2011)
Journal Article
Walton, E. (2011). “They discluded me”: possibilities and limitations of children’s participation in inclusion research in South Africa. Perspectives in Education, 29(1), 83-92

Beyond realising the right of children and young people to be heard in routine interactions, there is much scope for research with (rather than on) children. This is particularly pertinent in the field of inclusive education where there is potential... Read More about “They discluded me”: possibilities and limitations of children’s participation in inclusion research in South Africa.

An analysis of metaphors used for inclusive education in South Africa (2011)
Journal Article
Walton, E., & Lloyd, G. (2011). An analysis of metaphors used for inclusive education in South Africa. Acta Academica, 43(3), 1-31

Metaphors may delay the implementation of inclusive education. They describe ideas, construct thinking, and have implications for practice. By drawing on various theories of metaphor, the article analyses metaphors that occur in White Paper Six: spec... Read More about An analysis of metaphors used for inclusive education in South Africa.

The extent and practice of inclusion in independent schools in South Africa (2009)
Journal Article
Walton, E., Nel, N., Hugo, A., & Muller, H. (2009). The extent and practice of inclusion in independent schools in South Africa. South African Journal of Education, 29(1), 105-126. https://doi.org/10.1590/S0256-01002009000100007

In line with international trends in education, South Africa has embraced inclusive education as the means by which learners who experience barriers to learning will be educated. As inclusion is beginning to be realised in South African schools, a ga... Read More about The extent and practice of inclusion in independent schools in South Africa.