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Theme 3: Teaching and learning for diverse learners and diverse educational contexts

This theme explores access, quality, and continuity of education so everyone can flourish in and through education. In diverse educational contexts, providing equitable opportunities for all children needs serious attention to resource disparities, school leadership, school ethos, teacher education, community involvement, and commitments to inclusion. Papers on this theme consider how to dismantle exclusion and what teachers can do to respond to the different learning needs of their students.

  • Douglas P. S. Andrews (2024) Teacher professional development through Knotworking: facilitating transformational agency through collaboration to overcome constraints to teaching in relation to disruptive events, Professional Development in Education, DOI: 10.1080/19415257.2024.2332393
  • Walton, E. (2023). Disability studies in education and intersectionality. International encyclopedia of education, 4th edition. Elsevier. https://doi.org/10.1016/B978-0-12-818630-5.12013-5
  • Dorimana, A., Uworwabayeho, A., & Nizeyimana, G. (2022). Teacher-student interactions for enhanced learning in upper secondary mathematics classroom. International Journal of Evaluation and Research in Education (IJERE), 11(2), 507-515.
  • Abdulrahman, H.K. (2022). Teaching to inform, form and transform: Pedagogical responses of an(other) way of knowing – The Almajiranci system of northern Nigeria. In E. Walton & R. Osman (Eds.), Pedagogical responsiveness in complex contexts. Inclusive learning and educational equity (pp. 151-164). Springer. https://doi.org/10.1007/978-3-031-12718-2_9
  • Andrews, D. (2022). Considering knotworking as a theoretical tool to enable pedagogical responsiveness in complex systems. In E. Walton & R. Osman (Eds.), Pedagogical responsiveness in complex contexts (pp. 95-110). Springer. https://pnk.springer.com/content/pdf/10.1007/978-3-031-12718-2_6.pdf 
  • Osman, R. & Walton, E. (2022). Conclusion: Pedagogical responsiveness for global futures.  In E. Walton & R. Osman (Eds.), Pedagogical responsiveness in complex contexts (pp. 181-193). Springer. https://doi.org/10.1007/978-3-031-12718-2_11
  • 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). http://dx.doi.org/10.15700/saje.v42n3a2089
  • Venkat, H., & Roberts, N. (2022). Children doing mathematics with confidence in the early grades by 2030: What will it take? In H. Venkat & N. Roberts (Eds.), Early grade mathematics in South Africa (pp. 208-224). Oxford University Press. https://resourcehub.oxford.co.za/higher-education/resources-higher-education/early-grade-interventions/
  • Venkat, H., Askew, M., & Morrison, S. (2022). A decade of the Wits Maths Connect-Primary project (2010–2020): Design research moving promising interventions to scale. In H. Venkat & N. Roberts (Eds.), Early grade mathematics in South Africa (pp. 119-133). Oxford University Press. https://resourcehub.oxford.co.za/higher-education/resources-higher-education/early-grade-interventions/
  • Walton, E. & Osman, R. (2022). Pedagogical responsiveness in complex contexts. In E. Walton and R. Osman (Eds.), Pedagogical responsiveness in complex contexts (pp. 1-20). Springer. https://doi.org/10.1007/978-3-031-12718-2_1
  • Walton, E., & Osman, R. (eds). (2022). Pedagogical responsiveness in complex contexts: Issues of transformation, inclusion and equity. Springer. https://www.researchgate.net/pubpcation/363781
  • Dorimana, A., Uworwabayeho, A., & Nizeyimana, G. (2022). Enhancing upper secondary learners’ problem-solving abilities using problem-based learning in mathematics. International Journal of Learning, Teaching and Educational Research, 21(8), 235-252.
  • Sibomana, A. B., Ukobizaba, F., & Nizeyimana, G. (2021). Teachers’ perceptions of their teaching strategies and their influences on students’ academic achievement in national examinations in Burundi: case of schools in Rumonge province. Rwandan Journal of Education, 5(2), 153-166.
  • Ukobizaba, F., & Nizeyimana, G. The Use of the Revised Bloom’s Taxonomy Levels in Enhancing 足球竞彩app排名s’ Higher Order Thinking Skills in Mathematics.
  • Mukingambeho, D., Nzahabwanayo, S., Gabriel, N., & Nzabaprwa, W. (2021). Variability of study skills in higher education: the case of Rwandan undergraduate students at the National Police College. South African Journal of Higher Education, 35(4), 138-161.
  • Ukobizaba, F., & Nizeyimana, G. (2021). Active learning through assessment for learning: a way to enhance students’ Understanding of mathematical concepts. Rwandan Journal of Education, 5(2), 193-202.
  • Nizeyimana, G., Kaleeba, A., Suubi, P., Musabyimana, T., & Mtika, P. (2021). An Investigation of the Gender Responsiveness of the Upper Primary Social Studies Curriculum in Rwanda. Rwandan Journal of Education, 5(2), 203-214.
  • Ukobizaba, F., Nizeyimana, G., & Mukuka, A. (2021). Assessment Strategies for Enhancing 足球竞彩app排名s' Mathematical Problem-Solving Skills: A Review of pterature. Eurasia Journal of Mathematics, Science and Technology Education, 17(3).
  • Dorimana, A., Uworwabayeho, A., & Nizeyimana, G. (2021). Examining mathematical problem-solving beliefs among rwandan secondary school teachers. International Journal of Learning, Teaching and Educational Research, 20(7), 227-240.
  • Ukobizaba, F., & Nizeyimana, G. (2021). Facing the effects of COVID-19 on Grade-12 students' education: A focus on science and mathematics instructions. African Journal of Educational Studies in Mathematics and Sciences, 17(1), 101-111.
  • Kavai, P., & Nyamupangedengu, E. (2021). Exploring science teachers’ technological, pedagogical content knowledge at two secondary schools in Gauteng Province of South Africa. In M. Chitiyo, B. Seo, & U. Ogbonnaya (Eds.), Proceedings of South Africa International Conference on Education (pp. 122-132). SAICE. https://journals.sagepub.com/doi/full/10.1177/21582
  • Morrison, S., Venkat, H., & Askew, M. (2021). Journeys towards socio-mathematical norms in the Foundation Phase. South African Journal of Childhood Education, 11(1), 927. https://doi.org/10.4102/sajce.v11i1.927 
  • Poo, M., & Venkat, H. (2021). Approaches that leverage home language in multilingual classrooms. In A. Essien & A. Msimanga (Eds.). Multilingual education yearbook 2021: Policy and practice in STEM multilingual contexts  (pp. 39-56). Springer. https://pnk.springer.com/content/pdf/10.1007/978-3
  • Venkat, H. (2021). Developing mathematics teaching in ‘traditional’ instruction environments. In M. Kingston & P. Grimes (Eds.), Proceedings of the Eighth Conference on Research in Mathematics Education in Ireland (MEI 8).  https://www.researchgate.net/pubpcation/35547496 
  • Venkat, H. (2021). Practice-based research on mathematics teaching: A developmental turn? NOMAD, Nordic Studies in Mathematics Education, 26(3), 191-206. http://ncm.gu.se/wp-content/uploads/2022/06/26_
  • Venkat, H., Askew, M., & Morrison, S. (2021). Shape-shifting Davydov’s ideas for early number learning in South Africa. Educational Studies in Mathematics. Advance online publication. https://doi.org/10.1007/s10649-020-09993-w
  • Graham, L., Medhurst, M., Tancredi, H., Spandagou, I., & Walton, E. (2020). Fundamental concepts of inclusive education. In L. Graham (Ed.), Inclusive Education for the 21st Century: Theory, Policy and Practice (27-54). Taylor & Francis. https://www.taylorfrancis.com/chapters/edit/10.4324/9
  • Maina, G. E., & Maringe, F. (2020). Epistemological access in disadvantaged schools: A case study of flood-prone rural schools in western Kenya. In G.E. Maini, & F. Maringe (Eds.), Inclusion as Social Justice (pp. 14-35). Brill Sense. https://doi.org/10.26803/ijlter.20.10.9
  • Masinire, A. (2020). Epistemological Access of Rural 足球竞彩app排名s in an Urban University: Implications for Inclusive Teacher Education. In A.P. Ndofirepi, & M. Musengi (Eds.), Inclusion as Social Justice: Theory and practice in African higher education (pp. 40-56). Brill Sense. https://doi.org/10.1163/9789004434486_005
  • Walton, E., & McKenzie, J. (2020). The education of children with disabilities in South African online news reports. In J. Johanssen & D. Garrisi (Eds.), Disability, media, and representations: Other bodies. Routledge. https://uat.taylorfrancis.com/chapters/edit/10.4324
  • 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
  • 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
  • Duma, P. T., & Shawa, L. B. (2019). Including parents in inclusive practice: Supporting students with disabilities in higher education. African Journal of Disability, 8, pp. 1-10. http://www.scielo.org.za/scielo.php?script=sci_artte
  • Walton, E., & Rusznyak, L. (2019). Developing standards for inclusive teaching in South Africa: A dilemma analysis. Southern African Review of Education with Education with Production, 25(1), 89-106. https://www.tandfonpne.com/doi/full/10.1080/1360
  • Walton, E., Andrews, D., & Osman, R. (2019). Professional judgment in and for complex social and educational contexts. Southern African Review of Education with Education with Production, 25(1), 5-15. https://journals.co.za/doi/10.10520/EJC-1877c03e
  • 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, 48(1), 1-15. http://www.sciepub.com/reference/400420
  • Finn, R., Walton, E., & Osman, R. (2018). Assimilation and celebration? Discourses of difference in education and the development of critical diversity literacy. In E. Walton & R. Osman (Eds.), Teacher education for diversity: Conversations from the Global South (pp. 1–20). Routledge. https://www.taylorfrancis.com/chapters/edit/10.432
  • Florian, L., & Walton, E. (2018). Inclusive pedagogy within the Southern African context. In P. Engelbrecht & L. Green (Eds.), Responding to the challenges of inclusive education in Southern Africa, 2nd Edition (pp. 167–180). Van Schaik. https://www.research.ed.ac.uk/en/pubpcations/incl
  • Mafunganyika, A., & Nkambule, T. (2018). Exploring and understanding rural teachers’ conceptions of learning and teaching in schools of Acornhoek district, Mpumalanga Province. The Independent Journal of Teaching and Learning, 13(1), 69-85. http://hdl.handle.net/10497/23006
  • Rusznyak, L., & Masinire, A. (2018). The role of developing pre-service teachers’ pedagogical reasoning to support contextually responsive teaching. In E. Walton & R. Osman (Eds.). Teacher Education for Diversity and Development in the Global South (pp. 53-68). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9
  • Walton, E. & Osman, R. (2018). Teacher education for diversity: Conversations from the Global South. Routledge. https://www.taylorfrancis.com/books/edit/10.4324/9781315209418
  • Walton, E. (2017). Inclusive education in initial teacher education in South Africa: Practical or professional knowledge? Journal of Education, 67, 101128. https://www.academia.edu/33971654/Inclusive_education_in_initial_teacher_education_in_South_Africa
  • Walton, E. (2017). Inclusive education: A tame solution to a wicked problem? In D. Mahlo, N. Pasha & G. Dei (Eds.), Inclusive education in African contexts: A critical reader (pp. 85—100). Sense Publishers. https://pnk.springer.com/chapter/10.1007/978-94-6
  • Walton, E., & Rusznyak, L. (2017). Choices in the design of inclusive education courses for pre-service teachers: The case of a South African university. The International Journal of Disability, Development and Education, 64(3), 231-248. https://www.tandfonpne.com/doi/full/10.1080/1034
  • Wright, E., & Wright, A. (2017). Teacher education in religious education. In D.J., Clandinin, & J. Husu (Eds.), The Sage Handbook of Research on Teacher Education (pp. 713-727). Sage. https://doi.org/10.4135/9781529716627
  • Rusznyak, L., & Walton, E. (2016). Could practicum placements in contrasting contexts support the preparation of pre-service teachers for an envisaged inclusive education system? A South African study. The International Journal of Disability, Development and Education 64(5), 463-482. http://www.tandfonpne.com/doi/full/10.1080/1034912X.2016.1267333
  • Walton, E. (2016). The language of inclusive education. . https://www.taylorfrancis.com/books/mono/10.4324/9781315759272/language-inclusive-education-epzabeth-waltonRoutledge
  • Walton, E. (2016). Developing PLCs for inclusive education: A university community engagement opportunity. In K. Brodie & H. Borko (Eds.), Professional learning communities in South Africa (pp.38-56). HSRC Press. https://www.nottingham.ac.uk/Education/People/epzabeth.walton
  • Walton, E., & Rusznyak, L. (2016). Choices in the design of inclusive education courses for pre-service teachers: The case of a South African university. The International Journal of Disability, Development and Education.  http://dx.doi.org/10.1080/1034912X.2016.1195489
  • Maringe, F. & Moletsane, R. (2015) Leading schools in circumstances of multiple deprivation in South Africa: Mapping some conceptual contextual and research dimensions. Educational Management Administration and Leadership  43(3), 347-362. https://journals.sagepub.com/doi/full/10.1177/174114
  • Maringe, F., Masinire, A., & Nkambule, T. (2015). Distinctive features of schools in multiple deprived communities in South Africa: Implications for policy and leadership. Educational Management, Administration and Leadership, 43(3), 363-385. https://doi.org/10.1177/1741143215570303
  • Walton, E. (2015). Dismantling the empire of educational exclusion. In E. Walton & S. Moonsamy (Eds.), Making education inclusive (pp.10–27). Cambridge Scholars Publishing. https://www.academia.edu/14877095/Dismantpng
  • 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
  • Walton, E. (2015). Working towards education for all in Gauteng. In F. Maringe & M. Prew (Eds.), Twenty years of education transformation in Gauteng 1994 to 2014: An Independent Review (pp. 210 - 217). African Minds for the Gauteng Department of Education. https://www.researchgate.net/pubpcation/28559
  • Walton, E., & Moonsamy, S. (2015). Making education inclusive. Cambridge Scholars Publishing. https://www.cambridgescholars.com/product/978-1
  • Hornsby, D., & Osman, R. (2014). Massification in higher education: Large classes and student learning. Higher Education, 67, pp. 711-719. https://doi.org/10.1007/s10734-014-9733-1
  • Walton, E., & Rusznyak, L. (2014). Affordances and limitations of a special school practicum as a means to prepare pre-service teachers for inclusive education. International Journal of Inclusive Education, 18(9), 957-974. https://doi.org/10.1080/13603116.2013.872203 
  • Hornsby, D., Osman, R., & De Matos-Ala, J.  (2013). Large class pedagogy: Interdisciplinary perspectives for quality higher education. Sun Press: Higher Education Series. https://www.researchgate.net/profile/Ruksana-Osman/pubpcation
  • Khupe, C., Balkwill., K., Osman, R. & Cameron, A. (2013).  A needle in a haystack: a search for value for money in turn-around strategies for schools in difficult circumstances.  Educational Research, 55(2), 165-179.  https://doi.org/10.1080/00131881.2013.801243
  • Osman, R.  (2013).  Assessment of prior learning:  A South African perspective. In S. Laher & K. Cockcroft (Eds.), Psychological assessment in South Africa: Research and applications (pp. 509-515). Wits University Press. https://doi.org/10.18772/22013015782.39
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