Notes on Contributors

Keith Ballard

is an Emeritus Professor of Education at the University of Otago. He has a background as a teacher, psychologist and researcher. His many publications include work on research methodology; collaboration with parents on disability issues and inclusive education; and analysis of ideas that shape education and social policy.

Henrietta Bollinger

is a writer and Disability advocate. She has a Bachelor of Arts in Sociology and German from Victoria University of Wellington She was a research participant and co-author of an AUT study on the sexuality of young disabled women, published in Disability and Society. She currently works for Disabled Persons Assembly NZ.

Hera Cook

is a historian of sexuality and emotion. Her book The Long Sexual Revolution: English Women, Sex and Contraception, 1800–1975 (Oxford University Press, 2004), won the 2004 Bonnie and Vern L. Bullough Award from the Foundation for the Scientific Study of Sexuality.

Michael Gaffney

is a lecturer in early childhood education at the College of Education, University of Otago campus, in Dunedin. His interests are in disability studies, childhood and youth studies and the sociology of education.

Annie Guerin

has worked in a variety of teaching roles for over thirty years in primary and secondary schools in New Zealand. Most of this work has been undertaken in rural schools on the west coast of New Zealand’s South Island. Most recently Annie has worked as a lecturer at the University of Canterbury. Her work has focussed strongly on inclusive education, assessment, authentic home/school partnerships and establishing cultures of belonging. Annie’s work continues to privilege the knowledge of disabled people and their whanau/families as informing a better way forward for education in Aotearoa New Zealand.

Fiona Henderson

is Associate Professor and has worked for 25 years in the university sector, principally in the field of Academic Language and Learning. She has received several national grants for research and teaching related to Academic Literacies and Academic Integrity which have built international relationships and grounded her teaching in China and Vietnam. She received a Carrick Citation in 2007, a Victoria University College Award in 2011 and Victoria University Vice-Chancellor’s Awards for Excellence in Programs that Enhance Learning in 2015 and 2016. Her research focuses on internationalisation of the curriculum with Vietnamese, Thai and Chinese partners.

Leechin Heng

is a doctoral candidate at the University of Canterbury. The focus of her research is to explore the meaning-making of inclusion in an initial teacher education programme in Aotearoa New Zealand. Intersectionality of inclusion is one of the main areas she is focusing on in her study. She is also a research assistant for Ennoble, a consultation agency that is involved in research and evaluation for inclusive education in Aotearoa New Zealand.

Kate McAnelly

is a wearer of many hats in the context of inclusive education, as the parent of a disabled child, an early childhood teacher and as a researcher. Her PhD, which she is currently undertaking at the University of Otago College of Education in Dunedin, New Zealand, is examining how the sensory environment in early childhood settings produces the active participation and learning of autistic children. Her research interests of late have also focused on the role and voice of families in inclusive early childhood education.

Trish McMenamin

is a Senior Lecturer at the University of Canterbury. Her research interests include philosophy of education, inclusive education and education policy. She has published articles in these areas in scholarly journals including the Cambridge Journal of Education and Policy Futures in Education.

Be Pannell

examines the nexus between post structural theories and models of adult development in higher education, PhD supervision and coaching psychology. She has a particular interest in the influence of Deleuze and Guattari’s philosophy on novel research methodologies and design, that facilitate researchers to perceive connections that may otherwise have gone unnoticed. She is a research fellow at Victoria University and teaches in the Integrated PhD program and Education.

Christine Rietveld

worked as a kindergarten teacher, after which she took up the position of ‘itinerant support teacher’ facilitating the inclusion of children with Down Syndrome (DS) into their local early childhood settings as part of the interdisciplinary IHC Early Intervention Programme (now called The Champion Centre at Burwood Hospital, Chch). A PhD concerning the Transition from Preschool to Primary school for Children with DS followed and her work following that has consisted mostly of teaching about inclusive education to tertiary students who are preparing to be teachers. She has published extensively in inclusive early childhood education with a focus on the child’s experience and what the theory might look like in practice.

Marie Turner

is currently working on her PhD on Autism and inclusive teaching practices at Victoria University. She has been exposed to autism most of her life. Her brother was diagnosed at the age of five years old. Marie’s personal experiences have clearly shaped her interest in working with children diagnosed with Autism Spectrum Disorders and this has led to a rewarding career teaching children on the autism spectrum, many having very complex learning needs.

Ben Whitburn

is an early career researcher and lecturer in inclusive education in the Faculty of Arts and Education at Deakin University. Ben’s program of research works the intersection of disability studies in education, policy analysis, and the theory of inclusive education. Ben is an enthusiastic traveller, teacher, and writer. He tweets @BenWhitburn.

Julie White

works as Principal Research Fellow at Victoria University inquiring into inclusive education. She currently leads a large study examining how education works for young people in youth justice systems. She also recently completed a study examining how The Arts can support young people from refugee backgrounds to combat Islamophobia and racism. She has undertaken several investigations about the education of young people who live with chronic health conditions and has written more than 50 scholarly publications about educational inclusion, research methodology and the modernised university.

Melanie Wong

is research coordinator in the Faculty of Education and Social Sciences, Manukau Institute of Technology. She is also a PhD candidate at University of Canterbury. Her research interests include gifted education, inclusive education and sociology in education. Mel serves on editorial boards and reviews for journals.