Publications

This theme explores the interconnectedness of teacher education and the crucial challenges affecting communities and the environment. The publications explore the proximities and paradoxes between education, environmental concerns, and socioeconomic disparities in African contexts and beyond. These papers seek to advance social and ecological justice in diverse contexts through the education of teachers themselves and that of their learners.

Publications:

• Robinson, M. (2025). Higher Education for Good: Teaching and Learning Futures: Edited by Laura Czerniewicz and Catherine Cronin. Pp 658. Cambridge: Open Book Publishers. 2023. https://www.openbookpublishers.com/product/1835
• Robinson, M., Rusznyak, L., & Modiba, M. (2024). Fifty Years of Teacher Education in South Africa: Towards Systematic Learning and Social Transformation. Journal of Education for Teaching, 50(5), 766–782. https://doi.org/10.1080/02607476.2024.1876543
• Kamudu, B., Rollnick, M., & Nyamupangedengu, E. (2024). Investigating what students learnt about biodiversity following a visit to a nature reserve using Personal Meaning Maps. Journal of Biological Education, 58(3), 570-587.
• Priyam, M., Mehta, M. G., & Vaid, D. (2024). Urban transformations, youth aspirations, and education in India. South Asian History and Culture, 1-11.
• Shawa, L.B. (2024). Ubuntu ethic: Conceiving and supporting resilient higher education systems in African universities. In. M. Drinkwater & Y.Waghid (Eds). Values-Informed Leadership and Ethical Change in Higher Education. Bloomsbury Publishing -Forthcoming (Publication date 19 September 2024)
• Shawa, L.B. (2024). Fostering democratic citizenship education through doctoral work in African Philosophy of Higher Education. In, Y.Waghid (Ed). Philosophical adventures in African higher education: Cultivating doctors encounters within democratic citizenship education. Routledge - Forthcoming (Publication date 28 October 2024)
• Khupe, C., & Nyamupangedengu, E. (2024). Re-imagining the future of transformative learning theory for underrepresented communities. Adult Education Critical Issues, 4(1), 33-41.
• Shawa, L. B. (2024). emancipatory forces in African higher. Philosophical Adventures in African Higher Education: Cultivating Doctoral Encounters within Democratic Citizenship Education.
• Tchombe, T. (2024). Sustainability and inclusion from African perspectives. Journal of the Cameroon Academy of Sciences. Vol, 20. No(3). DOI: 10.4314/jcas.v20i3.8
• Ugiriwabo, P., Tuyishime, D., Nizeyimana, G., & Ntahobavukira, B. (2023). The Impact of Financial Management Practices on Academic Performance in Day Schools of Kicukiro District in Rwanda. The Cradle of Knowledge: African Journal of Educational and Social Science Research, 11(3), 119-128.
• Ntabajyana, S., Nizeyimana, G., & Nzabaprwa, W. (2022). Analysis of Values in Rwanda Lower Primary Grade Children's Storybooks. International Journal of Progressive Education, 18(6).
• Ntabajyana, S., Nizeyimana, G. & Nzabaprwa, W. (2022). Lower-primary school teachers’ perceptions about learners’ disruptive behaviours in Rwanda. Rwandan Journal of Education. (Accepted for publication)
• Avalos, M.A., Flores, M., &  Araneda, S. (2022). Battling to keep education going: Chilean and Portuguese teacher experiences in COVID-19 times. Teachers and Teaching Theory and Practice, 28(2), 131-148. https://doi.org/10.1080/13540602.2021.2012758
• Nkambule, T. (2022). Exploring working conditions in selected rural schools: teachers’ experiences. South African Journal of Education, 42(1), 1-9. https://journals.co.za/doi/full/10.15700/saje.v42n1a
• Venkat, H., & Sapire, I. (2022). Early grade mathematics in South Africa between 2000 and 2010: What did we know in 2010, and how did this set the stage for the 2010–2020 decade? In H. Venkat & N. Roberts (Eds.), Early grade mathematics in South Africa (pp.1-14). Oxford University Press.  https://resourcehub.oxford.co.za/higher-education/resources-higher-education/early-grade-interventions/
• Ntabajyana, S., Nizeyimana, G., & Nzabaprwa, W. (2021). Teachers’ experiences of implementing value education in Rwandan schools. Rwandan Journal of Education, 5(2), 228-238.
• Abdulrahman, H. K., Adebisi, F., Nwako, Z., & Walton, E. (2021). Revisiting (inclusive) education in the postcolony. Journal of the British Academy, 9(1), 47–75. https://doi.org/10.5871/jba/009s1.047
• Nizeyimana, G., Nzabaprwa, W., Mukingambeho, D., & Nkipye, I. (2020). Hindrances to quality of basic education in Rwanda. Rwandan Journal of Education, 5(1).
• Masinire, A. (2020). Epistemological access of rural students 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
• Rusznyak, L. (2020). Supporting the academic success of students through making knowledge-building visible. In C. Winburg, S. McKenna, & K. Wilmot (Eds.), Building knowledge in higher education: Enhancing teaching and learning with Legitimation Code Theory. Routledge. https://www.taylorfrancis.com/chapters/edit/10.43
• Walton, E. (2020). Compounded exclusion: Education for disabled refugees in Sub-Saharan Africa. In Frontiers in Education (5). https://www.frontiersin.org/articles/10.3389/feduc
• Walton, E., McIntyre, J., Awidi, S., De Wet-Bilpngs, N., Dixon, K., Madziva, R., Monk, D., Nyoni, C.,Thondhlana, J., & Wedekind, V. (2020). Compounded exclusion: Education for disabled refugees in Sub-Saharan Africa. Frontiers in Education (Vol.5, p. 47). https://doi.org/10.3389/feduc.2020.00047
• 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
• Tchombe, T.M.S. (2019). Changing trends in the provision of psychosocial and health resources for quality childhood development in Cameroon. In I. Eloff (Ed.), Handbook of Quality of Life in African Societies (pp. 221-237). Springer. https://link.springer.com/chapter/10.1007/978-3-0
• Tchombe, T.M.S. (2019). Governance in psycho-pedagogic practices for equity and inclusive education. Southern African Review of Education with Education with Production, 25(1), 125-140. https://hdl.handle.net/10520/EJC-18781dd780
• Christie, P., & Monyokolo, M. (Eds.) (2018). Learning about sustainable change in education in South Africa: The Jika iMfundo campaign 2013-2017. Saide. https://saide.org.za/books/sustainable-change/book
• Osman, R., & Hornsby, D.J. (2018).Possibilities toward a socially just pedagogy: New tasks and challenges. Journal of Social and Human Behaviour (pp. ). https://doi.org/10.1080/10911359.2018.1441083
• Shaketange, L. (2018). Challenges and opportunities for implementing recognition of prior learning at the University of Namibia. Creative Education, 9(13), 2070-2087. https://www.researchgate.net/pubpcation/3284997
• Batra, P. (2017). Quality of education and the poor: Constraints on learning. In M.A. Peters, B. Cowie, &I. Menter (Eds.), A companion to research in teacher education (pp. 417-433). Springer, Singapore. https://www.academia.edu/69881769/Quapty_of_Edu
• Nyamupangedengu, E. (2017). Investigating factors that impact the success of students in a higher education classroom: A case study. Journal of Education, (68), 113-130. https://journals.ukzn.ac.za/index.php/joe/article/view/3
• Osman, R, (2017).  Inclusive higher education in South Africa not just a policy project but also an ethical project. https://world-education-blog.org/2017/05/16/inclusive-higher-education-in-south-africa-not-just-a-popcy-project-but-also-an-ethical-project/
• Osman, R., & Hornsby, D.J. (2017). Transforming higher education: Towards a socially just pedagogy. In R. Osman & D.J. Hornsby (Eds.), Transforming Higher Education in a Global Context: Towards a Socially Just Pedagogy (pp.1-14). Critical University Studies Series. Palgrave MacMillan. https://www.tandfonpne.com/doi/pdf/10.1080/10911
• Rusznyak, L., Dison, L., Moosa, M., & Poo, M. (2017). Supporting the academic success of first-year students in South Africa: A study of students’ epistemological access acquired through a lecture and text. South African Journal of Higher Education, 31(1) 231-251. https://doi.org/10.20853/31-1-1026
• Avalos, B., & Valenzuela, J. P. (2016). Education for all and attrition/retention of new teachers: A trajectory study in Chile. International Journal of Educational Development, 49, 279-290. https://doi.org/10.1016/j.ijedudev.2016.03.012
• 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 Disabilities, 5(1), 1-8. https://doaj.org/article/1427b5a3d2a745c0af84f0b3d
• Osman, R., & Hornsby, D.J. (2016). Communities and scholarship in supporting early career academics at the University of the Witwatersrand. Studies In Higher Education, 41(10).  https://doi.org/10.1080/03075079.2016.1221659
• Ramrathan, L., Le Grange, L., & Shawa, L. B. (2016). Ethics in educational research. In L. Ramrathan, L. le Grange & P. Higgs (Eds.), Education Studies for Initial Teacher Development (pp. 432-443). Juta. /education/research-centre
• Walton, E. (2016). The language of inclusive education. Routledge. https://www.taylorfrancis.com/books/mono/10.4324/9781315759272/language-inclusive-education-epzabeth-walton
• Andrews, D., & Osman, R. (2015).  Redress for academic success: Possible ‘lessons’ for university support programmes from a high school pteracy and learning intervention. South African Journal of Higher Education, 29(1), 354-372. https://hdl.handle.net/10520/EJC172782
• Osman, R., & Booth, S. (2015). The scholarship of teaching and learning for educational transformation: Objects of learning in focus.  In S. Booth & L. Woollacott (Eds.), The scholarship of teaching and learning in higher education: On its constitution and transformative potential (pp. 155-167).  Sun Press. https://pnk.springer.com/book/10.1007/1-4020-5742-3
• Walton, E., Bowman, B., & Osman, R. (2015).  Promoting access to higher education in an unequal society. South African Journal of Higher Education, 29(1), 262-269. https://journals.co.za/doi/abs/10.10520/EJC172787
• Hornsby, D., Osman, R., & De Matos-Ala, J. (2013).  Large classes, student learning and quality education.  In D. Hornsby, R. Osman & J. De Matos-Ala (Eds.),  Large class pedagogy: Interdisciplinary perspectives for quality higher education (pp.161-172). Sun Press: Higher Education Series. https://www.researchgate.net/profile/Ruksana-Osman/
• Hornsby, D., Osman, R., & De Matos-Ala, J. (2013). Quality teaching despite the odds.  In D. Hornsby, R. Osman & J. De Matos-Ala (Eds.),  Large class pedagogy: Interdisciplinary perspectives for quality higher education (pp. 7-20). Sun Press: Higher Education Series. https://doi.org/10.1080/03075079.2019.1689385
• Osman, R., & Petersen, N. (Eds.) (2013). Service learning in South African higher education: Studies in selected disciplines. Oxford University Press. https://www.researchgate.net/pubpcation/291353
• Petersen, N., & Osman, R. (2013). An Introduction to service learning in South Africa.  In R. Osman & N. Petersen (Eds.), Service learning in South African higher education:  Studies in selected disciplines (pp. 2-30).  Oxford University Press.  https://www.researchgate.net/pubpcation/291353

This theme focuses on the multiple aspects of becoming and being a teacher, including the cognitive, professional, physical, and ethical dimensions. It considers the challenges of learning to teach and opportunities for teachers to develop their professional knowledge and identity as they navigate life and their careers. Teacher learning is explored in various settings: formal university coursework, interactions with other educators, and learning through classroom life.

Publications:

• Rusznyak, L. 2025. Building a scholarship of teacher education: Insights from South Africa. Educação Unisinos, 29 (2025). https://revistas.unisinos.br/index.php/educacao/article/view/28509/60750393
• Rusznyak, L. (2025). Back to School: The Impact of Preparing ½­³Ç×ãÇòÍø Teachers to Observe Classroom Practices. Studies in Continuing Education, 1–16. https://doi.org/10.1080/0158037X.2025.1876543
• Senoamadi, T., Rusznyak, L., & Ajoodha, R. (2024). Using Natural Language Processing Models to Automate Text Labelling: Categorising Semantic Density in Preservice Teachers' Lesson Observation Reports. African Journal of Inter/Multidisciplinary Studies, 6(1), 1–13. https://www.ajims.org/ajims/article/view/123
• Rusznyak, L., & Österling, L. (2024). What Matters for Competent Teaching? A Multinational Comparison of Teaching Practicum Assessment Rubrics. Teaching and Teacher Education, 151, 104745. https://doi.org/10.1016/j.tate.2024.104745
• Xeketwana, S., & Robinson, M. (2025). The Teaching and Learning of isiXhosa for Communicative Purposes in Teacher Education for the Foundation Phase. Southern African Linguistics and Applied Language Studies, 1–16. https://doi.org/10.2989/16073614.2025.1876543
• Rusznyak, L. 2025. Back to school: the impact of preparing student teachers to observe classroom practices. Studies in Continuing Education, 1–16. https://doi.org/10.1080/0158037X.2025.2463326 
• Bertram, C., & Rusznyak, L. (2024). Navigating Tensions in Designing a Curriculum That Prepares Preservice Teachers for School-Based Learning. Education as Change, 28(1), 1-23. https://doi.org/10.25159/1947-9417/14677 
• Rusznyak, L., & Österling, L. (2024). What matters for competent teaching? A multinational comparison of teaching practicum assessment rubrics. Teaching and Teacher Education, 151, 104745. https://doi.org/10.1016/j.tate.2024.104745
• Langsford, D., & Rusznyak, L. (2024). Observing Complexity in Teachers' Choices: Preparing Preservice Teachers for Work-Integrated Learning. Education as Change, 28(1), 1-23.
• Mbhiza, H. W., Nkambule, T., & Masinire, A. (2024). ½­³Ç×ãÇòÍø teachers’ mentorship experiences during teaching practice: A comparison of mentor-student dynamics in rural and urban schools. Interdisciplinary Journal of Education Research, 6, 1-14.
• Mandikonza, C., Nyamupangedengu, E., Tsakeni, M., & Chauraya, M. (2024). Reimagining the Teaching of STEM Subjects Through Arts-Based and Participatory Methodologies. Educational Research for Social Change, 13(1), vi-ix.
• Venkat, H. (2024). The Mental Starters Assessment Project: Ambitious Teaching in the South African Context. In Proceedings of the 14th International Congress on Mathematical Education: Volume II: Invited Lectures (pp. 659-673).
• Sullivan, S., & McIntyre, J. (2024). How Can University Teacher Educators Contribute Towards a ‘Better Normal’Within a Highly Regulated Policy Space?. In Building a Better Normal: Visions of Schools of Education in a Post-Pandemic World (pp. 95-117). Emerald Publishing Limited.
• Senoamadi, T., Rusznyak, L., & Ajoodha, R. (2024). Using Natural Language Processing Models to Automate Text Labelling: Categorising Semantic Density in Preservice Teachers' Lesson Observation Reports. African Journal of Inter/Multidisciplinary Studies, 6(1), 1-13.
• Rusznyak, L., & Österling, L. (2024). What matters for competent teaching? A multinational comparison of teaching practicum assessment rubrics. Teaching and Teacher Education, 151, 104745.
• Robinson, M., Rusznyak, L., & Modiba, M. (2024). Fifty years of teacher education in South Africa: towards systematic learning and social transformation. Journal of Education for Teaching, 50(5), 766-782.
• Venkat, H., & Mathews, C. D. (2024). Mental mathematics knowledge for teaching of ‘high gain’pre-service teachers. South African Journal of Childhood Education, 14(1), 1509.
• Herrera Seda, C., & Walton, E. Teacher education for inclusive education: Scholarship from the Global South [bibliography].
• Bertram, C. & L. Rusznyak. (2024). Navigating Tensions in Designing a Curriculum that Prepares Preservice Teachers for School-based Learning. Education as Change 28(1): 1-23. https://doi.org/10.25159/1947-9417/14677
• Langsford, D. & L. Rusznyak. (2024). Observing complexity in teachers’ choices: The impact of preparing preservice teachers for work-integrated learning. Education as Change 28(1):1-22. https://doi.org/10.25159/1947-9417/14676 
• Ávalos, B. (2023). TEACHER PROFESSIONAL. Approaches to Teaching and Teacher Education: ISATT 40th Anniversary Yearbook, 59.
• Robinson, M., Rusznyak, L., Sathorar, H. & Luckay, M. (2023). The complexities of teacher education: Advancing the debate. Journal of Education. Issue 90, 1-9. https://doi.org/10.17159/2520-9868/i90a00 
• Kahn, R., Raina, R., & Nyamupangedengu, E (2022). Investigating opportunities for integrating methodology when teaching a pfe science topic (meiosis), to fourth-year pre-service teachers: A case study. Journal of Education, (86), 63-83. http://dx.doi.org/10.17159/2520-9868/i86a04
• Robinson, M., & Chisholm, L. (2022). Unpacking the past: The ambivalent legacy of colleges of education. Yesterday and Today no. 27, pp. 43-64. http://dx.doi.org/10.17159/2223-0386/2022/n27a2
• Rusznyak, L. (2022). Using semantic pathways to reveal the ‘depth’ of pre-service teachers’ reflections. Education as Change, 26(1), 1-24. http://dx.doi.org/10.25159/1947-9417/10013 
• 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.v42n3a2090 
• Walton, E., Carrington, S., Saggers, B., Edwards, C., & Kimani, W. (2022). What matters in learning communities for inclusive education: A cross-case analysis. Professional Development in Education 48(1), 134-148. http://www.sciepub.com/reference/400420 
• Walton, E., & Osman, R. (Eds.), (2022). Pedagogical responsiveness in complex contexts: Issues of transformation, inclusion and equity. Springer. https://www.researchgate.net/pubpcation/363781
• Niyibizi, E., Nizeyimana, G.,Perumal, J., & Umutesi, E. (2021). Traditional and Contemporary Approaches for Teaching through English in Rwandan Higher Education. In A. P. Ndofirepi& E. T. Guaravanda (Eds.). Mediating Learning in Higher Education in Africa (pages 134–159). Publisher: Brill. E-Book ISBN: 9789004464018 Series: African Higher Education: Developments and Perspectives, Volume: 9. pnk: DOI: https://doi.org/10.1163/9789004464018_009
• Lawrence, C., Peart, S., & Abdulrahman, H. K. (2021). Impacting trainee teachers’ self-efficacy with BAME pupils through real-world teaching resources. BERA. https://www.bera.ac.uk/blog/impacting-trainee-teac
• Nyamupangedengu, E. & Khupe, C. (2021). Was it a case of teacher educator entitlement? Revisiting faculty perspective on pre-service teachers' classroom behaviours. In T. Ratnam, & C. Craig, (Eds.), Understanding excessive teacher and faculty entitlement: Advances in research on teaching, 38, pp.227-240. Emerald. https://doi.org/10.1108/S1479-368720210000038016
• Robinson, M. (2021). Research for policy and practice in teacher education: The case of the professional practice schools research project. Journal of Education, 82. https://dx.doi.org/10.17159/2520-9868/i82a06
• Rusznyak, L., & Bertram, C. (2021). Conceptualising work-integrated learning to support pre-service teachers’ pedagogic reasoning. Journal of Education, 83, 34-52.  http://dx.doi.org/ 10.17159/2520-9868/i83a02
• Buma, A., & Nyamupangedengu, E. (2020). Investigating teacher talk moves in lessons on basic genetics concepts in a teacher education classroom. African Journal of Research in Mathematics, Science and Technology Education, 24(1), 92-104. https://doi.org/10.1080/18117295.2020.1731647
• Foo, K. F., Huang, J. S., Tan, K. W., & Heng, H. H. (2020). Closing teaching and learning gaps in mathematics classrooms. In N.H. Lee, C. Seto, R.A. Rahim & L.S. Tan (Eds.), Mathematics Teaching in Singapore (pp. 295-310). https://doi.org/10.1142/9789811220159_0019
• Hayes, D., Christie, P., Mills, M., & Lingard, B. (2020). Teachers and schooling making a difference: Productive pedagogies, assessment and performance. Routledge. https://www.taylorfrancis.com/books/mono/10.4324/97
• Khoza, H. C., Msimanga, A., & Nyamupangedengu, E. (2020). In search of the fundamentals of planning that can foster the depth of teaching and learning biology in pre-service teacher education classrooms. Southern African Association for Research in Mathematics, Science and Technology Education, 236. https://www.researchgate.net/pubpcation/339484475_
• Robinson, M., & Rusznyak, L. (2020). Learning to teach without school-based experience: conundrums and possibilities in a South African context. Journal of Education for Teaching, 46(4). https://scholar.sun.ac.za/handle/10019.1/106816 
• Rusznyak, L. (2020). Supporting the academic success of students through making knowledge-building visible. In C. Winburg, S. McKenna, & K. Wilmot (Eds.),Building knowledge in higher education: Enhancing teaching and learning with Legitimation Code Theory. Routledge. https://www.taylorfrancis.com/chapters/edit/10.43
• Shawa, L. B. (2020). Advancing the Scholarship of Teaching and Learning Using Learning Theories and Reflectivity. Center for Educational Policy Studies Journal, 10(1), 191-208. https://files.eric.ed.gov/fulltext/EJ1249358.pdf
• Shawa, L.B. (2020). The public mission of universities in South Africa: community engagement and the teaching and researching roles of faculty members. Tertiary Education and Management, 26, 105–116. https://doi.org/10.1007/s11233-019-09040-1
• 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
• Huang J.S. (2019.) Diffusing innovative pedagogies in schools in Singapore: Case studies on school leaders’ diffusion approaches and their rationalisations. In: D. Hung, S. Lee, Y. Toh, A. Jamaludin, & L. Wu (Eds.), Innovations in educational change. Education Innovation Series. Springer. https://doi.org/10.1007/978-981-13-6330-6_10
• Huang, J. S., & Sha’ari, I. (2019). Developing teacher laterality in a centralized system: An exploratory case study. Paper accepted by the Annual meeting of the American Educational Research Association (AERA), Toronto, Canada. /education/research-centr
• Robinson, M. (2019). Conceptions and models of teacher education. In G.W. Nobpt (Ed.), Oxford Research Encyclopedia of Education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.571
• 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
• Nyamupangedengu, E. & Lelpott, A. (2018). Planning for teaching a genetics course to pre-service teachers: Experiences of a biology teacher educator. African Journal of Research in Mathematics, Science and Technology Education, 22(3), 308-318. https://www.tandfonpne.com/doi/full/10.1080/18117
• Nyamupangedengu, E., & Mandikonza, C. (2018). Using students' experiences of lectures as a lens for learning about teaching pre-service teachers: A methodological approach to transformative practice through self-study. Educational Research for Social Change, 7(2), 117-131. https://www.academia.edu/101347161/
• Robinson, M., & Rousseau, N. (2018). Disparate understandings of the nature, purpose and practices of reflection in teacher education. South African Journal of Childhood Education, (pp. 1-9).  https://scholar.sun.ac.za/handle/10019.1/106816
• Rusznyak, L. (2018). What messages about teacher professionalism are transmitted through South African pre-service teacher education programmes? South African Journal of Education, 38(3). https://doi.org/10.15700/saje.v38n3a1503
• Rusznyak, L., & Kimathi, F. (2018). Advancing professional teaching in South Africa: Lessons learnt from policy frameworks that have regulated teachers' work. Education as Change, 22(3), 1-25. https://doi.org/10.25159/1947-9417/4042 
• 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
• Shaketange, L., Kanyimba, A. T., & Brown, E. (2017).  The challenges and measures for internship among fourth-year students in the department of lifelong learning and community education at the University of Namibia. Creative Education, 8(14), 2258. https://www.researchgate.net/publication/321187 
• Walton, E. (2017). Inclusive education in initial teacher education in South Africa: Practical or professional knowledge? Journal of Education, 67, 101-128. https://www.academia.edu/33971654/Inclusive_education_in_initial_teacher_education_in_South_Africa_practical_or_professional_knowledge
• 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 Disabipty, Development and Education, 64(3), 231-248. https://www.tandfonpne.com/doi/full/10.1080/1034
• Avalos, B. (2016). Learning from research on beginning teachers. In J. Loughran & M.L. Hamilton (Eds.), International Handbook of Teacher Education (pp. 487-522). https://pnk.springer.com/content/pdf/10.1007/978-981-10-0366-0_13.pdf 
• Kabanda, C., Nizeyimana, G., Nzabaprwa, W., Peeraer, J., & Uworwabayeho, A. (2016).  Factors influencing the uptake of learner-centered pedagogy in teacher education in Rwanda. The International Journal of Development Dialogue, 1(1), 21-42. https://www.ijdd.co.ke  
• Maodzwa  Taruvinga, M. (2016). Critical thinking pedagogy and the citizen scholar in university based initial teacher education: The promise of twin educational ideals. In J. Arvanitakis & D. Hornsby (Eds.), Universities, the Citizen Scholar and the Future. Palgrave Macmilpan. https://pnk.springer.com/content/pdf/10.1057/97811
• Nyamupangedengu, E (2016) Using self-study to learn to teach genetics to pre-service teachers for understanding and for teaching. In G. Buck & V. Akerson (Eds.), Enhancing professional knowledge of pre-service science teacher educators by self-study research: Turning a critical eye on our practice (pp. 69-91). Springer. https://doi.org/10.1007/978-3-319-32447-0_4
• Nyamupangedengu, E. & Lelpott, A. (2016).  Using modeling as a method of teaching a content course to pre-service teachers: Lessons learnt. 11th International Conference on Self-Study of Teacher Education Practices. In D. Garbett & A. Ovens (Eds.), Enacting self-study as methodology for professional inquiry (pp. 85-91). /education/research-centres/un
•  Nyamupangedengu, E. (2016). Teaching genetics to pre-service teachers from diverse backgrounds: A South African self-study. In J. Kitchen, D. Tidwell & L. Fitzgerald (Eds.), Self-study and diversity II: Inclusive teacher education for a diverse world (pp.151-172). Sense Publishers. https://doi.org/10.1007/978-94-6300-534-0_10
• Rusznyak, L. (2016). Making conceptual connections visible to students in professional programmes: The case of initial teacher education. South African Journal of Higher Education, 30(2), 205-225. https://doi.org/10.20853/30-2-576
• 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 Disabipty, Development and Education, 64(5),463-482. http://www.tandfonpne.com/doi/full/10.1080/1034912X.2016.1267333
• Van Jaarsveld, P. (2016). Making a case for exact language as an aspect of rigour in initial teacher education mathematics programmes. Perspectives in Education, 34(1), 150-166. https://www.cambridgescholars.com/resources/pdfhttp://dx.doi.org/10.18820/0258-2236/pie.v34i1.11
• 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). Approaches to assessing pre-service teachers’ learning in authentic and rigorous ways: The case of an inclusive education module. Perspectives in Education, 34(1), 84-101. https://www.researchgate.net/pubpcation/3049273
• Walton, E., & Rusznyak, L. (2016). 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. http://dx.doi.org/10.1080/1034912X.2016.1195489
• Peeraer, J., Kabanda, C., Nzabaprwa, W., Nizeyimana, G., & Uworwabayeho, A. (2015). Conceptions of learning and uptake of learner©\centred pedagogy in initial teacher education in Rwanda. In UKFIET the Education and Development forum (Vol. 58, No. 4, pp. 1247-1259).
• Osman, R., & Booth, S. (2015). The scholarship of teaching and learning for educational transformation: Objects of learning in focus.  In S. Booth & L. Woollacott (Eds.), The scholarship of teaching and learning in higher education: On its constitution and transformative potential (pp. 155-167).  Sun Press. https://pnk.springer.com/book/10.1007/1-4020-5742
• Rusznyak, L. (2015). Knowledge selection in initial teacher education programmes and its implications for curricular coherence. Journal of Education, 60, 7-29. https://www.semanticscholar.org/paper/Knowledge-selection-in-initial-teacher-education-Rusznyak/136de7fd6da0783535743b5570695a6ce2575ed4/figure/1
• Rusznyak, L., & Bertram, C. (2015). Knowledge and judgement for assessing student teaching: A cross-institutional analysis of teaching practicum assessment instruments. Journal of Education, 60, 31-61. https://www.jet.org.za/resources/rusznyak-bertram-20
• Nizeyimana, G., & Osman, R. (2014). ½­³Ç×ãÇòÍø teachers' academic backgrounds and beliefs about teaching: Predicting student engagement and performance in a developing country. Education As Change, 18(sup1), S77-S90.
• Nizeyimana, G.,  & Osman, R. (2014). ½­³Ç×ãÇòÍø teachers academic backgrounds and beliefs about teaching: Predicting student engagement and performance in a developing country, Education as Change, 18 (1), 77-90. https://www.tandfonpne.com/doi/abs/10.1080/168232
• Nyamupangedengu, E. (2014). Finding a voice: Reflections on a long journey from silent student to confident teacher educator. South African Journal of Higher Education, 28 (6), 2065-2078. https://www.journals.ac.za/index.php/sajhe/article/view
• Osman, R. & Booth, S . (2014).  A research base for teaching in the primary school:  A coherent scholarly focus on the object of learning.  South African Journal of Childhood Education, 4 (3), 159-174. http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2223-76822014000300011&lng=en&tlng=en
• Rusznyak, L., & Moosa, M. (2014). Supporting student teachers through their first attempts at teaching: Possibilities and permutations afforded by school-based and campus-based models of support. Education as Change, 18(1), 91-105. https://www.tandfonpne.com/doi/abs/10.1080/16823206.2013.877354
• 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), 1-21. https://www.tandfonpne.com/doi/full/10.1080/16823
• 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
• Nizeyimana, G., & Osman, R. (2013). First-year university student teachers’ beliefs about teaching and the teaching profession: The case of Rwanda.  South African Review of Education, 19 (1), 98-120. https://journals.co.za/doi/abs/10.10520/EJC138657
• Huang, J. S., & Brown, A. (2019). Enabling collaborative work in higher education: An exploration of enhancing research collaborations within an institution. Journal of Research Administration, 50(3), 63-89. https://eric.ed.gov/?id=EJ1237830

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.

Publications

• Osman, R and Zitha, D. (2025).  Policy and Practice Gaps in Quality in Times of Disruption: A case of the University of the Witwatersrand, Johannesburg. In F. Maringe and O. Chiramba (Eds.), Negotiating Quality Concerns in Higher Education Amidst Disruptions. Chapter 2, Cambridge Scholars Publications, pp 27-64
• D. Andrews (2025). Exploring the impact of a mentorship program for aspirant school principals as part of a bespoke master of education leadership degree in South Africa: part one – the mentors' perspective, EDULEARN25 Proceedings, pp. 1536-1544.
• D. Andrews (2025) Exploring the impact of a mentorship program for aspirant school principals, as part of a bespoke master of education leadership degree in South Africa: part two – the mentees' perspective, EDULEARN25 Proceedings, pp. 1545-1555.
• D. Andrews, A. Maal. (2025). Lessons for leaders and educators: an exploration into the affordances and constraints of inclusive practices in South African independent schools, INTED2025 Proceedings, Longer paper. pp. 722-732. 
• D. Andrews, U. Kathrada. (2025). Leading and managing complexity in South African Muslim schools: a pedagogical responsiveness perspective, INTED2025 Proceedings, Longer Paper. pp. 733-743.
• Andrews, A. Maal. (2025). Lessons for leaders and educators: an exploration into the affordances and constraints of inclusive practices in South African independent schools, INTED2025 Proceedings, Longer paper. pp. 722-732. https://doi.org/10.21125/inted.2025.0278
• Andrews, U. Kathrada. (2025). Leading and managing complexity in South African Muslim schools: a pedagogical responsiveness perspective, INTED2025 Proceedings, Longer Paper. pp. 733-743. https://doi.org/10.21125/inted.2025.0279
• Andrews, D. (2024). Sustainability of knotworking as a teacher professional development strategy. Journal of Education (University of KwaZulu-Natal), (96), 117-139.
• Andrews, D. P. S. (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, 50(6), 1176–1191
• Andrews (2024) Considering the concepts and tools inspired by cultural-historical activity theory to address constraints to inclusive education traction in South African schools: a bibliometric review, ICERI2024 Proceedings. Longer paper. pp. 8992-9000. doi: 10.21125/iceri.2024.2260
• Andrews (2024) Exploring the challenges school leaders face navigating the possible tensions between the ‘ideals of inclusion’ and the ‘ideals of excellence': a desktop study with a bibliometric component, ICERI2024 Proceedings. Longer Paper pp. 8970-8981. doi: 10.21125/iceri.2024.2257
• Ingabire, M. Y., Nizeyimana, G., Mukingambeho, D., & Tusiime, M. (2024). Influence of Teacher-Learners’ Classroom Interactions’ Strategies on Learners’ Learning Performance in Lower Primary. Case of Endoglossic Country, Rwanda. International Journal of English Literature and Social Sciences, 9(3), 438-448.
• Andrews. D. (2024). Navigating the perceived tensions between the ‘ideals of inclusion’ and the ‘ideals of excellence’ in South Africa. EDULEARN24, 16th annual International Conference on Education and New Learning Technologies. Palma, Spain. IATED. 2024. Palma, Spain. 8664 – 8672. ISBN: 978-84-09-62938-1 https://doi.org/10.21125/edulearn.2024.2085
• Andrews. D. (2024). An exploration of how school leaders navigate the possible tensions between the ‘ideals of inclusion’ and the ‘ideals of excellence by participating in change laboratory workshops: a CHAT perspective. EDULEARN24, 16th annual International Conference on Education and New Learning Technologies. IATED. 2024. Palma, Spain. 8664 – 8672 ISBN: 978-84-09-62938-1 https://doi.org/10.21125/edulearn.2024.2086
• Andrews, D. P. (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, 1-16. https://doi.org/10.1080/19415257.2024.2332393
• 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
• Venkat, H. & Morrison, S. (2024). African Language/English bilingual curriculum materials: What educative supports does the Bala Wande package offer teachers? In A. Essien (Ed.). Multilingualism in Mathematics Education in Africa. London: Bloomsbury Press.
• Venkat, H. (2024). The Mental Starters Assessment Project: Ambitious Teaching in the South African Context. In J. Wang (Ed.) Proceedings of the 14^th International Congress on Mathematics Education. Volume II: Invited Lectures. Pp. 659-674. https://www.worldscientific.com/worldscibooks/10.1142/13700-vol2#t=aboutBook
• Venkat, H., Bjorklund, C., Gillic, C., O’Reilly, N., O’Neill, S., Lattimore, B. & Kullberg, A. (2024). Understanding possibilities for structural approaches to early childhood number learning. TSG1.1 Paper: ICME-15.
• Tchombe, T. M. S. (2024). Sustainability and inclusion from African perspectives. Journal of the Cameroon Academy of Sciences, 20(3), 307-324.
• Walton, E., Thondhlana, J., Monk, D., & Wedekind, V. (2024). Education for disabled refugees in South Africa, Uganda and Zimbabwe: a cross-case analysis. Compare: A Journal of Comparative and International Education, 1-18.
• 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 ½­³Ç×ãÇòÍøs’ 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 ½­³Ç×ãÇòÍøs' Mathematical Problem-Solving Skills: A Review of literature. 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 ½­³Ç×ãÇòÍøs 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

Contributions to this theme engage with global education policy agendas, including governance, planning, finance, and accountability of education systems. Understanding the commonalities and divergences between quality education in different schooling contexts is crucial in an increasingly globalised world. The theme seeks to understand teaching within the context of the different theoretical and praxis perspectives of teaching across different world regions.

Publications

• Tikly, L., Mitchell, R., Barrett, A. M., Batra, P., Pardo, A. B., Cameron, L., ... & Villaveces, B. V. (2024). Teacher Professionalism: A Global Literature Review. Teacher Professionalism in the Global South, 15-27.
• Tikly, L., Mitchell, R., Barrett, A. M., Batra, P., Pardo, A. B., Cameron, L., ... & Villaveces, B. V. (2024). Towards a Practitioner-Led Understanding of Teacher Professionalism. In Teacher Professionalism in the Global South (pp. 67-75). Bristol University Press.
• Tikly, L., Mitchell, R., Barrett, A. M., Batra, P., Pardo, A. B., Cameron, L., ... & Villaveces, B. V. (2024). Conflict in Tigray: Teachers’ Experiences and the Implications for Post-Conflict Reconstruction. In Teacher Professionalism in the Global South (pp. 76-88). Bristol University Press.
• Lawrence, C., Peart, S., & Abdulrahman, H. K. (2024). ‘Infused with multicultural education’: Teaching preparedness for the contemporary secondary school classroom. Teacher Education Advancement Network Journal, 15(1), 106-117.
• McIntyre, J. (2024). Conceptualising the art of belonging for young refugees and asylum-seekers: reflections from England and Sweden. Research Papers in Education, 1-23.
• Osman, R. (2023). After apartheid: The recognition of prior learning at the College of Education, University of the Witwatersrand. In Portfolio Development and the Assessment of Prior Learning (pp. 255-269). Routledge.
• Andrews, D., Bischof, J. Emmerich, & Osman, R. (2023). Inclusive Education and Diversity in South Africa and Germany – Concepts, Policies, and Historical-Political Paradoxes. In E. Hofmann, E. Mavhunga, T. Bohl, F. Maringe & D. Diekmann. (Eds.). Education in South Africa and Germany. Shared perspectives on national and global questions. Results of the collaborative work between Wits School of Education and Tübingen School of Education. Tübingen University Press. http://dx.doi.org/10.15496/pubpkation-76382 
• Bertram, C., & Robinson, M. (2024). The contribution of the South African Education Research Association to strengthening education research in South Africa. Journal of Education (University of KwaZulu-Natal), (94), 1-22.
• McIntyre, J., Dixon, K., & Walton, E. (2024). Refugee education: a critical visual analysis. International Journal of Inclusive Education, 28(14), 3375-3391.
• 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.
• Andrews, D., Bischof, J., Emmerich, M., & Osman, R. (2023). Inclusive Education and Diversity in South Africa and Germany – Concepts, Policies, and Historical-Political Paradoxes. https://ub01.uni-tuebingen.de/xmlui/handle/10900/135031 
• Hofmann, E., Mavhunga, E., Bohl, T., Maringe, F., & Diekmann, D. (2023). Teacher Education in South Africa and Germany. Shared perspectives on national and global questions. Results of the collaborative work between Wits School of Education and Tübingen School of Education. Tübingen University Press. http://dx.doi.org/10.15496/pubpkation-76504 
• Osman, R. & Amos, K. (2023) Forward In E. Hofmann, E. Mavhunga, T. Bohl, F. Maringe & D. Diekmann. (Eds.). Education in South Africa and Germany. Shared perspectives on national and global questions. Results of the collaborative work between Wits School of Education and Tübingen School of Education. Tübingen University Press.  http://dx.doi.org/10.15496/pubpkation-76382
• Osman, R., & Maringe, F. (2022). What is at stake when reforming educational pathways? Theoretical reflections from south of Africa. In M. Priyam (Ed.), Reclaiming public universities: Comparative reflections for reforms. Routledge. https://www.taylorfrancis.com/chapters/edit/10.43 
• Nkambule, T. (2022). Exploring working conditions in selected rural schools: teachers’ experiences. South African Journal of Education, 42(1), 1-9.  https://journals.co.za/doi/full/10.15700/saje.v42n1a 
• Hlatshwayo, M., & Shawa, L. (2020). Towards a critical reconceptualization of the purpose of higher education: The role of Ubuntu-Currere in re-imagining teaching and learning in South African higher education. Higher Education Research & Development, 39(1), pp. 26-38. https://www.tandfonpne.com/doi/10.1080/0729436 
• Hlatshwayo, M., Shawa, L.,&  Nxumalo, S. (2020). Ubuntu currere in the academy: A case study from the South African experience. Third World Thematics: A TWQ Journal. https://doi.org/10.1080/23802014.2020.1762509 
• Nzizeyimana, G., & Osman, R. (2013). First-year university student teachers' beliefs about teaching and the teaching profession: the case of Rwanda. Southern African Review of Education with Education with Production, 19(1), 98-120.

This theme explores education in societies striving to shake off their colonial legacies and chart a new post-colonial landscape. Papers grapple with a just educational future for historically marginalised groups and link with calls to decolonise education. Papers on this theme also grapple with the many challenges that teachers and learners face in dynamic and fast-changing physical and digital landscapes.

Publications