Notes on Contributors

In: Moving towards Inclusive Education
Lise Claiborne
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Vishalache Balakrishnan
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Notes on Contributors

Vishalache Balakrishnan

served as a teacher of Moral Education for 14 years before becoming a Moral Education lecturer at the University of Malaya in 2002. She has been upgrading herself academically and professionally several times: starting with a basic teaching certificate (1990) and a specialist teaching certificate (1995) at a teachers training college, Kuala Lumpur; pursuing studies at the University of Malaya for Bachelor of Education (1999) and Master of Education (2002); pursuing doctoral studies in Moral Education at Victoria University of Wellington, New Zealand (2009) and postdoctoral studies in critical psychology and education at Waikato University in New Zealand (2016). Apart from being actively involved in the development of the curriculum, the training of Moral Education teachers in Malaysia since the 1990s, she is also internationally involved in the development of global Moral Education, is a member of the Asia Pacific Network for Moral Education ( and an elected executive board member of The Association for Moral Education (AME) from 2016–2018. AME provides space for international forums for interdisciplinary research for moral and ethical dimensions in human development and education. Since 2019, Visha has been coordinating the Service Learning@SULAM programme for the University of Malaya. She is Director of the Research Center for International and Comparative Education (CRICE) at the University of Malaya, Malaysia.

Bayarmaa Bazarsuren

specialises in education evaluation research, particularly in students’ instructional environments in Mongolian schools. She is currently doctorate in education. She is secretary of the Mongolian Educational Sciences monthly journal and is currently conducting research on Mongolian children’s development including ‘out of school’ children for Mongolian Ministry of Education, Culture and Science through the Mongolian Educational Research Institute.

Cleonice Alves Bosa

is Professor and coordinator of the Center of Studies on Developmental Disorders (NIEPED), Institute of Psychology, Federal University of Rio Grande do Sul (UFRGS) and a researcher of the Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq: Ministery of Science, Technology, Innovation and Communication), Brazil. She was a former collaborator of the national committee for inclusion policies (Ministry of Education) in the area of autism spectrum disorders.

Yen-Hsin Chen (陳延興)

was once an experienced primary school teacher and is currently a professor at the National Taichung University of Education, Taiwan. He used to work at the National Chung Cheng University. He completed a teacher education programme for his BA and MA degree in Taiwan, then received training in philosophy of education at National Taiwan Normal University and his PhD at the Institute of Education in London. His PhD thesis was supervised by Dr. Graham Haydon on the topic, The Professional Ethics of Teaching: A Philosophical Discussion with Special Reference to the Thought of Isaiah Berlin. His main research interests are character and moral education, professional ethics of teaching, and philosophy of education. Since 2007, his research interest has been focusing on qualitative approaches on the pedagogy and curriculum of ‘character and moral education’ and how to bridge the gap between educational practices and theories. Yen-Hsin has been an Executive Board member, the Association for Moral Education from 2012–2015. Currently he has been appointed by the President as an Executive Board member for 2019–2020. He was a committee member of Asia Pacific Network for Moral Education (2011–2014) and helped to hold an international conference on moral education in Taiwan.

Lise Claiborne

has been involved for many years with questions about inclusion and difference as an educator and researcher. After doctoral studies in cognitive psychology at the Australian National University, Canberra, and a postdoctoral fellowship in educational psychology at the University of Wisconsin, Madison, USA, she has worked for many years in New Zealand. She has written (with Wendy Drewery) four editions of a critical textbook on human development for Aotearoa New Zealand. She was formerly Associate Professor at Victoria University of Wellington and at Waikato University in Hamilton. Currently she is co-director of the Difference, Disability, Inclusion Research Unit in the Te Kura Toi Tangata School of Education at the University of Waikato in Tauranga, New Zealand. She has supported many senior educators and policy advisors from the Asia-Pacific region whose postgraduate research explores their particular country’s hopes and difficulties regarding inclusive societies. She is committed to work on possibilities for inclusion and finds this work energised by wider questions around difference and ethics that emerge from feminist post-structural and new materialist theorising.

Tim Corcoran

practiced for a decade as a Psychologist in two Queensland government departments (Education and Corrective Services). His work has involved teaching, research and professional practice in Australia, the UK and Singapore. His research is dedicated to creating sensible theory~practice options supporting psychosocial ways of knowing/being. Tim is currently the Teaching and Research Coordinator for Inclusive Education, School of Education, Deakin University, Melbourne, Australia. For social media go to @TimCorcoran10

Bronwyn Davies

is an independent scholar in Australia, affiliated with Melbourne University, where she is an Honorary Professor, and Western Sydney University, where she is an Emeritus Professor. She has an honorary doctorate from the University of Uppsala, Sweden. The distinctive features of her work are her development of experimental and collaborative ways of doing research, incorporating into her thinking and writing elements of the visual, literary and performative arts. Her writing engages with the conceptual work of poststructuralist and new materialist philosophers. Her most recent book is New Lives in an Old Land: Re-turning to the Colonisation of New South Wales through the Stories of my Parents and Ancestors. Her next book will be about researching and writing with new materialism in the human and more-than-human sciences.

Carol Hamilton

is based at the University of Waikato as Senior Lecturer in Disability and Inclusion Studies. Her interest in this area comes from her experiences in the late 1990s–early 2000s as a tutor of adults with learning disabilities attending a local polytechnic and later as a Learning Advisor for ihc, a leading New Zealand disability support provider. In 2008 she was awarded a Marie Curie Postdoctoral Research Fellowship to Trinity College, Dublin, Ireland, to coordinate the A Story to Tell research project, working alongside Professor Dorothy Atkinson, from The Open University, UK. This initiative involved gathering and making available the life-stories of a group of older people with intellectual disabilities living in the Republic of Ireland. Carol also works with undergraduate beginning teacher cohorts in the area of educational policy and practice and is interested in how current initiatives in these areas are supported and funded.

Dorothea W. Hancock

specialises in applied ethics and narrative inquiry focused on moral education in cross-cultural contexts. Her doctoral research focused on a Mongolian school implementing a North American moral education approach. She has teaching experience in New Zealand and the Pacific and teacher training experience in both the Pacific and Mongolia, and was a Senior Lecturer in the Medical Faculty of the Gold Coast Campus of Griffith University in Queensland, Australia.

Mashrur Imtiaz

is an assistant professor at the Department of Linguistics at the University of Dhaka, Bangladesh. He is currently pursuing his dual badged PhD from IIT Bombay (India) and Monash University (Australia), where he furthers his research on the documentation of endangered languages of south Asia. He also worked as a Research Fellow at International Mother Language Institute (IMLI), Bangladesh which is a UNESCO category II research institute. He has presented papers at conferences both home and abroad, published articles and papers in various journals, and contributed book chapters. His research and publication interests include morphosyntax, indigenous languages and policies, language and cultural documentation, languages in social media and language contact.

Maria Kecskemeti

is Head of Counselling at Aotea College, Wellington, New Zealand. Her expertise is in social constructionist and poststructural approaches to research in education; relationship practices in the classroom; mechanisms of exclusion and inclusion relating to disability, gender, class and other categories of difference; circle pedagogy; conflict resolution; restorative practice; narrative therapy; and teacher and student identity. Her fields of research include classroom management, inclusive education, restorative practice, teacher education and disabilities. She is the author (with John Winslade) of the book, Better Classroom Relationships (NZCER, 2016).

Silvia H. Koller

is Full Professor and the former coordinator of the Center of Studies on At-Risk Populations (CEP-RUA), Institute of Psychology, Federal University of Rio Grande (FURG) and a researcher of the Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq; Ministery of Science, Technology, Innovation and Communication), Brazil, and former Visiting Scholar at Harvard Graduate School of Education.

Yvonne Leeman

is a sociologist, specialising in teachers’ professional development for important societal issues such as inclusion and diversity, and social justice. She is a professor of education at Windesheim University of Professional Studies in Zwolle, The Netherlands, and an associate professor of education at the University of Humanistic Studies in Utrecht, The Netherlands. From the early 1980s till spring 2009 she was involved in educational research at the University of Amsterdam. In 1994 Leeman obtained a doctorate with her PhD thesis on young people, ethnic diversity and education, entitled Samen Jong (Young Together). She is conducting research in a broad area and with a diversity of methods, including inter-professional practice-based research. Leeman has published nationally and internationally about education in relation to the multicultural society. She is presently a member of the editorial board of the journal Intercultural Education (Routledge). Leeman is a member of several international networks and is the coordinator of the network “Social Justice and Intercultural Education” of the European Educational Research Association EERA.

Sonja Macfarlane

affiliates to the Ngāi Tahu and Ngāti Waewae iwi (indigenous Māori tribes) in the South Island of Aotearoa New Zealand. She is an Associate Professor in the School of Health Sciences at the University of Canterbury. Sonja’s research, publications and teaching focus on culturally responsive and inclusive evidence-based practices in education, psychology, counselling and human development. Her leadership roles and experience within the Ministry of Education mean that she is engaged as a research and advisory member on several ministerial-funded national projects.

Roger Moltzen

is an Emeritus Professor of Education at the University of Waikato in New Zealand and an Adjunct Professor of Psychology at Airlangga University in Indonesia. His primary research focus has been in the two areas of inclusive education and talent development – and latterly the intersection of these two. His background as a teacher and principal has meant that throughout his 30 years as an academic he has sought to maintain a close link between research and practice. This has seen him lead some large teacher professional development projects in New Zealand, particularly in inclusive education. In 2005 he was awarded the Prime Minister’s Supreme Tertiary Teaching Excellence Award and 2018 he was made a member of the New Zealand Order of Merit (MNZM) for services to education.

Sikder Monoare Murshed

(also known as Shourav Sikder) is a Professor in the Department of Linguistics, University of Dhaka, Bangladesh. He is also the director of the Scandinavian study centre. He obtained his PhD in Linguistics from the University of Dhaka and post-doc from the Aalborg University in ICT and online language learning. Currently, he is teaching postgraduate and PhD students at the University of Dhaka. He also coordinates research activities along with a collaboration of different national and international organisations like the University of Dhaka, Aalborg University Denmark, Gifu University Japan and Ministry of Education, Government of Bangladesh. He has also experience on Mother Tongue-Based Multilingual Education (MTB-MLE), developing textbook in indigenous languages and e-content for Indigenous communities, language preservation and policy. He is also a member of the national and technical committee of MLE implementation programme by Bangladesh Government. He was the consultant of language part in the ‘Ethnolinguistic Survey of Bangladesh’ conducted by IMLI, GoB. His research interests include Bangla linguistics, language education and online learning, indigenous language studies, field linguistics etc. He published a vast number of books and journals, both in national and international publications.

Sanjaabadam Sid

specialises in educational management and has nine years of education evaluation research and curriculum implementation experience in Mongolia. She is an editor of the Mongolian Educational Sciences monthly journal and is currently conducting research on Mongolian children’s development including ‘out of school’ for Mongolian Ministry of Education, Culture and Science through the Mongolian Educational Research Institute.

Simone Steyer

(formerly Lampert) is a clinical psychologist and a research member of the Center of Studies on Developmental Disorders (NIEPED), Institute of Psychology, Federal University of Rio Grande do Sul (UFRGS), Brazil. Her main research interest is in the area of early identification of Autism Spectrum Disorder in the national public health system.

Eugeniusz Świtała

is a Polish born educator, teacher, academic teacher, scientist and researcher. Over the last three decades he has worked in a wide variety of educational institutions, both private and public, in Poland and Germany. He has worked in pre-primary, primary and secondary schools as well as in teachers college. He has worked many years as a school inspector in the Department of Education in Poznań being responsible for external evaluations of kindergartens and schools of different type as well as for education for European integration. He is a UNESCO Chair member at the Daugavpils University Latvia. He has published Teachers’ Values Related to Sustainable Development. Comparison of Polish and Latvian Secondary School Teachers (Lambert, 2016).

Wiel Veugelers

is a professor of education at the University of Humanistic Studies in Utrecht, The Netherlands. He studied developmental psychology at the University of Amsterdam. He worked at the Graduate School of Teaching and Learning of the University of Amsterdam (1979–2015). His research and teaching is in the areas of citizenship education, moral development, teachers’ pedagogical professionalism, educational change, networking between educational institutions, identity and citizenship development, and youth studies. He has been chair of the AERA SIG Moral Development and Education. He was founder and president of the EARLI SIG Moral and Democratic Education, and was president of the Division Education and Society of the Dutch Educational Research Association (VOR). He is a member of the Programme Advisory Committee of the International Civic and Citizenship Study (ICCS). He is associate editor of Journal of Moral Education. He is editor and founder of the book series “Moral Development and Citizenship Education” of Brill | Sense. His recent books in English are Network Learning for Educational Change (Open University Press, 2005), Getting Involved: Global Citizenship Development and Sources of Moral Values (Sense, 2008), Education and Humanism (Sense, 2011), Teaching Common Values (European Parliament, 2017), and Education for Democratic Intercultural Citizenship (Brill | Sense, 2019). In 2015 he received the Kuhmerker career award of the Association of Moral Education.

Ben Whitburn

teaches and researches in inclusive education at Deakin University, Melbourne Australia. Ben’s research interests are in the purposes of theory to support teachers to orientate inclusive practice. Ben has published a body of literature in the field of disability studies in education that explores, in particular, disability affects to policy and practice in diverse educational contexts. He tweets @BenWhitburn

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Moving towards Inclusive Education

Diverse National Engagements with Paradoxes of Policy and Practice


  • Chapter 1 Introduction


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