Elizabeth Walton
Biographic Data
| ID | 3701202 |
|---|---|
| NAME | Elizabeth Walton |
| GIVEN NAMES | Elizabeth |
| FAMILY NAME | Walton |
| SIGNATURE | WALTON E |
| AFFILIATIONS | University of Nottingham |
| ORCID | 0000-0003-1868-9590 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 41 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Teacher education for inclusive education: A scoping review of Global South scholarship
Teacher education is important for the successful implementation of inclusive education. Research on this topic has increased in recent years across the world. However, the knowledge produced in Global South countries is relatively less visible and is infrequently cited, despite its potential contribution. To visibilise this knowledge, we conducted a scoping review of journal articles on teacher education for inclusive education research in the G…
Interrogating the agency and education of refugee children with disabilities in Northern Uganda: A critical capability approach
The article listed below, intended for publication in the Special Issue ‘Childhoods and South-South Migration’ was inadvertently published in a regular issue, volume 38, Issue 5. This article should be cited as shown below. Interrogating the agency and education of refugee children with disabilities in Northern Uganda: A critical capability approach David Monk, Elizabeth Walton, Roda Madziva, George Opio, Annemaaike Kruisselbrink, George Ladaah O…
Interrogating the agency and education of refugee children with disabilities in Northern Uganda: A critical capability approach
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 and their families face as they navigate their educational experiences and seek out opportunities to live well. The authors seek to make a contribution towards improving educational experiences by first…
Education for disabled refugees in South Africa, Uganda and Zimbabwe: A cross-case analysis
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 in South Africa, Zimbabwe, and Uganda, with data generated from policy analyses and interviews with disabled refugee students and families, education officials and NGOs. A vertical cross-case analysis …
Refugee education: A critical visual analysis
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 discursive agendas are constituted visually is important. This paper explores the representations of Refugee Education, toggled with Refugees and Education with a focus on images available from a Google …
Why inclusive education falters: A Bernsteinian analysis
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-practice gap. This paper takes a different turn and, using the concept of classification, argues that the challenge to achieve more inclusive education is more fundamental than has been previously articu…
Pedagogical Responsiveness in Complex Contexts: Issues of Transformation, Inclusion and Equity
Pedagogical Responsiveness in Complex Contexts: Issues of Transformation, Inclusion and Equity
Inclusive education in South Africa: Path dependencies and emergences
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 education have been itemised in the literature, but in this conceptual paper that offers a novel perspective on the topic, we argue for a complexity approach to understand its evolution. Using a qualitative d…
Googling inclusive education: A Critical Visual Analysis
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 understand the discursive ensembles constituted by the visual mode. Our interest is in images of inclusive education that are available online and sourced via a Google images search. Using a critical approach…
Challenges arising from the special education legacy in Russia and South Africa: A cross-case analysis
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 class (proletarian humanism and egalitarian universalism) and South Africa with its ideology of race (apartheid and discrimination). We make two assertions on the basis of a cross-case analysis based on a…
Compounded Exclusion: Education for Disabled Refugees in Sub-Saharan Africa
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 constraints, resource limitations and negative attitudes. Our concern is the intersectional and compounding effect of being a disabled refugee in Sub-Saharan Africa. Disabled refugees have been invisi…
Constraints to the implementation of inclusive teaching: A cultural historical activity theory approach
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 constrains inclusive teaching, we conducted a qualitative study at four schools in a South African city. At each research site teachers and principals were interviewed and we found teacher, school and s…
Teacher Education for Diversity: Conversations from the Global South
This research reports the findings from three Queensland universities regarding preservice teachers' attitudes towards people with disabilities. The Interactions With Disabled Persons Scale (Gething, 1991) was administered to investigate the effect of personal attributes on preservice teachers' acceptance of and social interactions with people with disabilities. The findings indicate that only four percent of preservice teachers surveyed had unde…
Decolonising (through) inclusive education
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 relatively late to introduce inclusive education. Inclusive education has been critiqued as constituting a neocolonial project and an unwelcome imposition on countries of the Global South. It can be seen as …
Inclusive education in the academy: Pedagogical and political imperatives in a master’s course
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 education in a South African university. The course positions inclusive education as a critical education project and is designed around the four propositions presented by Slee in The Irregular School (2…
Preparation of students with disabilities to graduate into professions in the South African context of higher learning: Obstacles and opportunities
It is in the uniqueness of professional preparation, with its high demands of both theory and practice that poses particular obstacles for students with disabilities. We argue for the development of self-advocacy for students with disabilities, ongoing institutional and societal transformation and further research into the experiences of students with disabilities studying for professional degrees
Affordances and limitations of a special school practicum as a means to prepare pre-service teachers for inclusive education
As education systems worldwide embrace inclusive education in some form, pre-service teachers need to be prepared to be pedagogically responsive to diverse students and learning needs. While much learning for inclusion takes place in course work in higher education institutions, field experiences, including practicum placements, can complement this learning. Using Loreman's [2010a. “Essential Inclusive Education-Related Outcomes for Alberta Prese…
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
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 people have to say about their experiences of, and attitudes towards social inclusion and exclusion at school may help to identify and address exclusionary pressures. This article reports on a study con…
A community based stroke register in a high risk area for stroke in north west England
STUDY OBJECTIVE: To develop a community based stroke register to assess the magnitude of the problem of stroke in an entire health district in a high risk area for stroke. DESIGN: Community based stroke register from general practice data. SETTING: East Lancashire Health Authority with a 1995 population of 534,287. PATIENTS: The stroke register was developed and maintained for one calendar year in East Lancashire between 1 July 1994 and 30 June 1…
Decolonising (through) inclusive education
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 relatively late to introduce inclusive education. Inclusive education has been critiqued as constituting a neocolonial project and an unwelcome imposition on countries of the Global South. It can be seen as …
Inclusive education in South Africa: Path dependencies and emergences
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 education have been itemised in the literature, but in this conceptual paper that offers a novel perspective on the topic, we argue for a complexity approach to understand its evolution. Using a qualitative d…
Constraints to the implementation of inclusive teaching: A cultural historical activity theory approach
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 constrains inclusive teaching, we conducted a qualitative study at four schools in a South African city. At each research site teachers and principals were interviewed and we found teacher, school and s…
Pre-service teachers' pedagogical learning during practicum placements in special schools
Challenges arising from the special education legacy in Russia and South Africa: A cross-case analysis
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 class (proletarian humanism and egalitarian universalism) and South Africa with its ideology of race (apartheid and discrimination). We make two assertions on the basis of a cross-case analysis based on a…
Why inclusive education falters: A Bernsteinian analysis
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-practice gap. This paper takes a different turn and, using the concept of classification, argues that the challenge to achieve more inclusive education is more fundamental than has been previously articu…
Googling inclusive education: A Critical Visual Analysis
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 understand the discursive ensembles constituted by the visual mode. Our interest is in images of inclusive education that are available online and sourced via a Google images search. Using a critical approach…
A community based stroke register in a high risk area for stroke in north west England
STUDY OBJECTIVE: To develop a community based stroke register to assess the magnitude of the problem of stroke in an entire health district in a high risk area for stroke. DESIGN: Community based stroke register from general practice data. SETTING: East Lancashire Health Authority with a 1995 population of 534,287. PATIENTS: The stroke register was developed and maintained for one calendar year in East Lancashire between 1 July 1994 and 30 June 1…
Inclusion in a South African high school? Reporting and reflecting on what learners say
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 people have to say about their experiences of, and attitudes towards social inclusion and exclusion at school may help to identify and address exclusionary pressures. This article reports on a study con…
Pre-service teachers' pedagogical learning during practicum placements in special schools
Affordances and limitations of a special school practicum as a means to prepare pre-service teachers for inclusive education
As education systems worldwide embrace inclusive education in some form, pre-service teachers need to be prepared to be pedagogically responsive to diverse students and learning needs. While much learning for inclusion takes place in course work in higher education institutions, field experiences, including practicum placements, can complement this learning. Using Loreman's [2010a. “Essential Inclusive Education-Related Outcomes for Alberta Prese…
Preparation of students with disabilities to graduate into professions in the South African context of higher learning: Obstacles and opportunities
It is in the uniqueness of professional preparation, with its high demands of both theory and practice that poses particular obstacles for students with disabilities. We argue for the development of self-advocacy for students with disabilities, ongoing institutional and societal transformation and further research into the experiences of students with disabilities studying for professional degrees
Inclusive education in the academy: Pedagogical and political imperatives in a master’s course
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 education in a South African university. The course positions inclusive education as a critical education project and is designed around the four propositions presented by Slee in The Irregular School (2…
Teacher Education for Diversity: Conversations from the Global South
This research reports the findings from three Queensland universities regarding preservice teachers' attitudes towards people with disabilities. The Interactions With Disabled Persons Scale (Gething, 1991) was administered to investigate the effect of personal attributes on preservice teachers' acceptance of and social interactions with people with disabilities. The findings indicate that only four percent of preservice teachers surveyed had unde…
Decolonising (through) inclusive education
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 relatively late to introduce inclusive education. Inclusive education has been critiqued as constituting a neocolonial project and an unwelcome imposition on countries of the Global South. It can be seen as …
Constraints to the implementation of inclusive teaching: A cultural historical activity theory approach
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 constrains inclusive teaching, we conducted a qualitative study at four schools in a South African city. At each research site teachers and principals were interviewed and we found teacher, school and s…
Compounded Exclusion: Education for Disabled Refugees in Sub-Saharan Africa
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 constraints, resource limitations and negative attitudes. Our concern is the intersectional and compounding effect of being a disabled refugee in Sub-Saharan Africa. Disabled refugees have been invisi…
Challenges arising from the special education legacy in Russia and South Africa: A cross-case analysis
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 class (proletarian humanism and egalitarian universalism) and South Africa with its ideology of race (apartheid and discrimination). We make two assertions on the basis of a cross-case analysis based on a…
Pedagogical Responsiveness in Complex Contexts: Issues of Transformation, Inclusion and Equity
Pedagogical Responsiveness in Complex Contexts: Issues of Transformation, Inclusion and Equity
Inclusive education in South Africa: Path dependencies and emergences
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 education have been itemised in the literature, but in this conceptual paper that offers a novel perspective on the topic, we argue for a complexity approach to understand its evolution. Using a qualitative d…
Googling inclusive education: A Critical Visual Analysis
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 understand the discursive ensembles constituted by the visual mode. Our interest is in images of inclusive education that are available online and sourced via a Google images search. Using a critical approach…
Refugee education: A critical visual analysis
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 discursive agendas are constituted visually is important. This paper explores the representations of Refugee Education, toggled with Refugees and Education with a focus on images available from a Google …
Why inclusive education falters: A Bernsteinian analysis
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-practice gap. This paper takes a different turn and, using the concept of classification, argues that the challenge to achieve more inclusive education is more fundamental than has been previously articu…
Interrogating the agency and education of refugee children with disabilities in Northern Uganda: A critical capability approach
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 and their families face as they navigate their educational experiences and seek out opportunities to live well. The authors seek to make a contribution towards improving educational experiences by first…
Education for disabled refugees in South Africa, Uganda and Zimbabwe: A cross-case analysis
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 in South Africa, Zimbabwe, and Uganda, with data generated from policy analyses and interviews with disabled refugee students and families, education officials and NGOs. A vertical cross-case analysis …
Teacher education for inclusive education: A scoping review of Global South scholarship
Teacher education is important for the successful implementation of inclusive education. Research on this topic has increased in recent years across the world. However, the knowledge produced in Global South countries is relatively less visible and is infrequently cited, despite its potential contribution. To visibilise this knowledge, we conducted a scoping review of journal articles on teacher education for inclusive education research in the G…
Interrogating the agency and education of refugee children with disabilities in Northern Uganda: A critical capability approach
The article listed below, intended for publication in the Special Issue ‘Childhoods and South-South Migration’ was inadvertently published in a regular issue, volume 38, Issue 5. This article should be cited as shown below. Interrogating the agency and education of refugee children with disabilities in Northern Uganda: A critical capability approach David Monk, Elizabeth Walton, Roda Madziva, George Opio, Annemaaike Kruisselbrink, George Ladaah O…
Sociology (17 works) · Political science (15 works) · Pedagogy (12 works) · Global Educational Policies and Reforms (8 works) · Psychology (8 works) · Social science (8 works) · Inclusion (mineral (7 works) · Gender Studies (6 works) · Law (6 works) · Mathematics education (6 works)