Elizabeth Walton is an Associate professor in special and inclusive education in the School of Education at the University of Nottingham. She teaches on the face-to-face and online MA courses in Special and Inclusive Education as well as supervising postgraduate research in aspects of inclusive education.
She is a member of the forum of the Unesco chair for Teacher Education for Diversity and Development and is also a visiting Associate Professor at the Wits School of Education in Johannesburg South Africa.
Her research interests include teacher education for inclusive teaching, the knowledge of inclusive education, exposing exclusion and enabling inclusion in education.
She started her professional career in Johannesburg, South Africa, where she qualified and was employed as a secondary school English and History teacher. She moved into school leadership and focused on developing inclusive practices in a Johannesburg school. She moved to higher education in 2010 and until 2018, taught and supervised students in inclusive education in South Africa. There she worked with the national departments of basic and higher education on a number of initiatives to promote inclusive education.
Inclusive practices in schools and classrooms
Exclusionary practices in education systems, schools and classrooms
Pre- and in-service teacher education for inclusive teaching
Elizabeth teaches on two of the modules of the MA Special and Inclusive Education - Researching Special and Inclusive Education and Debating Special and Inclusive Education.
Elizabeth is currently doing research into aspects of pre- and in-service teacher education for inclusive teaching in South Africa. This includes understanding the form, content and impact of various… read more
Elizabeth is currently doing research into aspects of pre- and in-service teacher education for inclusive teaching in South Africa. This includes understanding the form, content and impact of various models of teacher education, and examining the pedagogic discourse of inclusive education. She is part of a multi-institutional research project which aims to advance the integration of inclusive teaching into the methodology subjects in South African pre-service teacher education courses.
Drawing on Legitimation Code Theory and other theoretical tools from the Sociology of Knowledge, Elizabeth is seeking to Knowledge in the field of inclusive education
Identifying and addressing exclusionary practices and pressures in schools is central to the achievement of a more inclusive, equitable and just education system, and Elizabeth is interested in understanding more about the mechanisms of exclusion at classroom, school and systems levels.