º£½ÇºÚÁÏ

Contact

• workRoom C31 Dearing
  Jubilee Campus
  Wollaton Road
  Nottingham
  NG8 1BB
  UK
• work0115 951 4431
• Elizabeth.Walton@nottingham.ac.uk

Biography

Elizabeth a Professor of Education with an interest in inclusive education. Her work draws on diverse theoretical perspectives to understand mechanisms of exclusion and enable the realisation of more inclusive and equitable education systems.

In the School of Education, Elizabeth co-convenes the Centre for Researching Social Justice and Inclusion in Education (RISE) and is the current Director of Research and Knowledge Exchange.

Her international standing is reflected in her membership of the Review College for the Fonds Wetenschappelijk Onderzoek (Flanders), her elected membership of the , the work she does co-convening the and her appointment as a visiting Professor at the in Johannesburg South Africa.

Her research interests include:

• Teacher education for inclusive teaching;
• The field of inclusive education - its history, knowledge, and knowers
• Exposing exclusion and enabling inclusion in education, with a recent project funded by the British Academy:

She is the author of (Routledge 2025) (Routledge, 2016) and co-editor of (Routledge, 2018) and (Springer, 2022). Other publications can be found .

Elizabeth is an associate editor of the , an editorial board member of the and the ; and an advisory board member for the Springer series

Expertise Summary

Teaching Summary

Elizabeth's approach to teaching is centred on the principle of inclusivity. She describes her teaching philosophy as follows: "With inclusive education as my field of interest, I seek to embody and… read more

Research Summary

My research applies diverse theoretical perspectives to understand exclusion and enable the realisation of more inclusive and equitable education systems.

In pursuit of this, the following are areas of focus and interest:

Teacher education for inclusive education

Funded projects include:

• (Funded by the European Union)
• Developing knowledge and practice standards for inclusive teaching in South Africa (Funded by the South African Department of Higher Education and Training)
• University engagement with a full-service school to develop Professional Learning Communities (Funded by the South African National Research Foundation)
• Teacher education for inclusive education (Funded by the South African National Research Foundation)

Identifying and addressing exclusionary practices and pressures in education institutions and systems

Funded projects include:

• .

The field of inclusive education - its history, knowledge, and knowers

The language of inclusive education

Selected Publications

• WALTON, ELIZABETH and DIXON, KERRYN, 2020. DISCOURSE-STUDIES IN THE CULTURAL POLITICS OF EDUCATION.
• WALTON, ELIZABETH and RUSZNYAK, LEE, 2020. EUROPEAN JOURNAL OF TEACHER EDUCATION. 43(1), 18-37
• WALTON, ELIZABETH, 2018. Educational Research for Social Change. 7(0), 31 – 45
• WALTON, ELIZABETH, Routledge.

• View all publications

I would welcome enquiries from prospective doctoral students interested in qualitative research on the following topics:

- Educational inclusion and exclusion

- Teacher education for inclusive education

- Sociology of knowledge and inclusive education

- Language and representation in inclusive education and disability studies

- Decolonial education

I work with a range of critical theories, critical discourse and multimodal analysis, legitimation code theory, and complexity theories.

I have successfully supervised five students to completion as first or sole supervisor and have extensive PhD examination experience.

Elizabeth's approach to teaching is centred on the principle of inclusivity. She describes her teaching philosophy as follows: "With inclusive education as my field of interest, I seek to embody and enact the attitudes and practices that I teach. I take seriously my responsibility for my influence in curriculum and pedagogical choices, and for the impact of my assessment beliefs and practices. These have the potential to enable or constrain access to learning. To this end, I critically reflect on my teaching practices and value feedback from students and peers that enables me to improve. I remain abreast of research-informed and innovative teaching practices and implement these as appropriate. I immerse myself in my field and consider what it means to pedagogise its knowledge, simultaneously recognising student diversity and diverse learning needs as I teach and assess. I ensure that students engage with theoretical knowledge that can be applied and inform professional judgment in practice as well as enabling students to take part in the practices of the field and produce legitimate knowledge. Through all my teaching endeavours, I challenge myself and students to recognise and address educational inequality and exclusion."

• ELIZABETH WALTON, 2023. International Journal of Inclusive Education.
• 2022. International Journal of Inclusive Education.
• WALTON, ELIZABETH and RUSZNYAK, LEE, 2020. EUROPEAN JOURNAL OF TEACHER EDUCATION. 43(1), 18-37
• WALTON, ELIZABETH and DIXON, KERRYN, 2020. DISCOURSE-STUDIES IN THE CULTURAL POLITICS OF EDUCATION.
• WALTON, ELIZABETH, CARRINGTON, SUZANNE, SAGGERS, BETH, EDWARDS, CHRIS and KIMANI, WACANGO, 2019. PROFESSIONAL DEVELOPMENT IN EDUCATION.
• ANDREWS, DOUGLAS, WALTON, ELIZABETH and OSMAN, RUKSANA, 2019. INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION.
• WALTON, ELIZABETH, 2018. International Journal of Inclusive Education. 22(8), 856-869
• WALTON, ELIZABETH, 2018. Educational Research for Social Change. 7(0), 31 – 45
• WALTON, ELIZABETH, 2018. Citizenship Teaching and Learning. 13(1), 45-60
• WALTON, ELIZABETH and OSMAN, RUKSANA, eds., 2018. Routledge.
• WALTON, ELIZABETH and FLORIAN, LANI, 2018. . In: ENGELBRECHT, PETRA and GREEN, LENA, eds., Responding to the challenges of inclusive education in Southern Africa 2nd. Van Schaik. 167 – 180
• WALTON, ELIZABETH and OSMAN, RUKSANA, 2018. (Re)considering teacher education and/for diversity INTRODUCTION TEACHER EDUCATION FOR DIVERSITY: CONVERSATIONS FROM THE GLOBAL SOUTH. X-XV
• REYGAN, FINN, WALTON, ELIZABETH and OSMAN, RUKSANA, 2018. ASSIMILATION AND CELEBRATION? Discourses of difference and the application of Critical Diversity Literacy in education TEACHER EDUCATION FOR DIVERSITY: CONVERSATIONS FROM THE GLOBAL SOUTH. 1-20
• RUSZNYAK, LEE and WALTON, ELIZABETH, 2017. INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION. 64(5), 463-482
• WALTON, ELIZABETH and RUSZNYAK, LEE, 2017. INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION. 64(3), 231-248
• WALTON, ELIZABETH, 2017. Inclusive education in initial teacher education in South Africa: practical or professional knowledge? JOURNAL OF EDUCATION. 101-128
• WALTON, ELIZABETH, 2017. . In: PHASHA, NAREADI, MAHLO, DIKELEDI and DEO, GEORGE, eds., Inclusive education in African contexts: A critical reader Sense Publishers. 85-100
• NDLOVU, SIBONOKUHLE and WALTON, ELIZABETH, 2016. AFRICAN JOURNAL OF DISABILITY. 5(1),
• WALTON, ELIZABETH, 2016. . In: BRODIE, KARIN and BORKO, HILDA, eds., Professional Learning Communities in South Africa HSRC Press. 38-56
• WALTON, ELIZABETH, 2015. INTERVENTION IN SCHOOL AND CLINIC. 50(3), 173-177
• RUSZNYAK, LEE and WALTON, ELIZABETH, 2014. EDUCATION AS CHANGE. 18(2), 335-355
• WALTON, ELIZABETH and RUSZNYAK, LEE, 2014. INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION. 18(9), 957-974
• WALTON, ELIZABETH, NEL, NORMA MARGARET, MULLER, HELENE and LEBELOANE, OUPA, 2014. EDUCATION AS CHANGE. 18(2), 319-333
• WALTON, ELIZABETH and RUSZNYAK, LEE, 2013. TEACHING AND TEACHER EDUCATION. 36, 112-120
• WALTON, ELIZABETH, 2013. INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION. 17(11), 1171-1185
• WALTON, ELIZABETH and LLOYD, GILLIAN, 2012. From clinic to classroom: A model of teacher education for inclusion PERSPECTIVES IN EDUCATION. 30(2), 62-70
• WALTON, ELIZABETH, 2012. INTERVENTION IN SCHOOL AND CLINIC. 47(4), 224-233
• RUSZNYAK, LEE and WALTON, ELIZABETH, 2011. EDUCATION AS CHANGE. 15(2), 271-285
• WALTON, ELIZABETH, 2011. "They discluded me": possibilities and limitations of children's participation in inclusion research in South Africa PERSPECTIVES IN EDUCATION. 29(1), 83-92
• WALTON, ELIZABETH, 2011. INTERVENTION IN SCHOOL AND CLINIC. 46(4), 240-245
• WALTON, ELIZABETH, NEL, NORMA, HUGO, ANNA and MULLER, HELENE, 2009. The extent and practice of inclusion in independent schools in South Africa SOUTH AFRICAN JOURNAL OF EDUCATION. 29(1), 105-126
• WALTON, ELIZABETH, Routledge.