Dr Gill Rutherford

Rutherford, G. (2021). Teacher education: Doing justice to UNCRPD Article 24? International Journal of Inclusive Education. Advance online publication. doi: 10.1080/13603116.2021.1882054

Journal - Research Article

Rutherford, G. (2016). Questioning special needs-ism: Supporting student teachers in troubling and transforming understandings of human worth. Teaching & Teacher Education, 56, 127-137. doi: 10.1016/j.tate.2016.02.009

Journal - Research Article

Rutherford, G., with Collins-McKenzie, L., McLeod, A., Ross, C., & Williams, A. (2016). “Just use your imagination”: A teacher educator’s explorations of assessment. In D. Bland (Ed.), Imagination for inclusion: Diverse contexts of educational practice. (pp. 57-70). Abingdon, UK: Routledge.

Chapter in Book - Research

Rutherford, G. (2012). In, out or somewhere in between? Disabled students' and teacher aides' experiences of school. International Journal of Inclusive Education, 16(8), 757-774. doi: 10.1080/13603116.2010.509818

Journal - Research Article

Rutherford, G. (2011). ″Doing right by″: teacher aides, students with disabilities, and relational social justice. Harvard Educational Review, 81(1), 95-118.

Journal - Research Article

Rutherford, G. (2014). Questions of value(s): Neoliberal educational reforms from the perspectives of disabled students and teacher aides. In R. Wills, M. Morton, M. McLean, M. Stephenson & R. Slee (Eds.), Tales from school: Learning disability and state education after administrative reform. (pp. 239-254). Rotterdam, The Netherlands: Sense. doi: 10.1007/978-94-6209-893-0_21

Chapter in Book - Research

Rutherford, G. (2014). Measures of human worth: The place of value(s) in academia. Akoranga, 10, 7-9.

Journal - Research Article

Rutherford, G. (2012). The relational role of teacher aides in supporting students and teachers. In S. Carrington & J. MacArthur (Eds.), Teaching in inclusive school communities. (pp. 320-345). Brisbane, Australia: Wiley.

Chapter in Book - Research

Rutherford, G., & MacArthur, J. (2018). What's wrong with 'special'? Thinking differently in New Zealand teacher education about disabled children and their lives. In K. Runswick-Cole, T. Curran & K. Liddiard (Eds.), Palgrave handbook of disabled children's childhood studies. (pp. 365-388). London, UK: Palgrave Macmillan. doi: 10.1057/978-1-137-54446-9_24

Chapter in Book - Research

MacArthur, J., & Rutherford, G. (2016). Success for all? Re-envisioning New Zealand schools and classrooms as places where 'rights' replace 'special'. New Zealand Journal of Educational Studies, 51(2), 157-174. doi: 10.1007/s40841-016-0066-8

Journal - Research Article

Rutherford, G., Hale, L., & Powell, D. (2015). 'We put in a few ramps in here and there, that's about it': The need to ramp our minds in academia. In T. Corcoran, J. White & B. Whitburn (Eds.), Disability studies: Educating for inclusion. (pp. 137-153). Rotterdam, The Netherlands: Sense. doi: 10.1007/978-94-6300-199-1_9

Chapter in Book - Research

Carrington, S., MacArthur, J., Kearney, A., Kimber, M., Mercer, L., Morton, M., & Rutherford, G. (2012). Towards an inclusive education for all. In S. Carrington & J. MacArthur (Eds.), Teaching in inclusive school communities. (pp. 4-39). Brisbane, Australia: Wiley.

Chapter in Book - Research

Rutherford, G. (2009). Curriculum matters for all students? Understanding curriculum from the perspectives of disabled students and teacher aides. Curriculum Matters, 5, 90-107.

Journal - Research Article

Rutherford, G. (2008). ″Yeah, he's just like you″. The role of teacher aides in supporting children's understandings of and relationships with one another. New Zealand Journal of Disability Studies, 13, 81-100.

Journal - Research Article

Rutherford, G. (2018). "He's actually learning": Utilising appreciative inquiry to recognise a student's capacity and right to learn. Proceedings of the European Conference on Educational Research (ECER): Inclusion and exclusion, resources for educational research? Retrieved from https://eera-ecer.de/ecer-programmes

Conference Contribution - Published proceedings: Abstract

Rutherford, G. (2017, November). Teacher education: Doing justice to Article 24? Verbal presentation at the Disability Matters Conference, Dunedin, New Zealand.

Conference Contribution - Verbal presentation and other Conference outputs

Rutherford, G. (2017, October). Looking for the good: How might the utilization of Appreciative Inquiry as a research tool yield hopeful possibility for the education of all students? Verbal presentation at the Inclusive Education Summit, Adelaide, Australia.

Conference Contribution - Verbal presentation and other Conference outputs

Rutherford, G. (2016). Teacher education: Perpetuating or addressing inequities in education? Proceedings of Teacher Education Forum of Aotearoa New Zealand (TEFANZ) Conference: How Best to Educate a Nation's Teachers? Debating Quality Teacher Education for Today and the Future. Retrieved from http://www.tefanz.org.nz/conferences/2016-conference/

Conference Contribution - Published proceedings: Abstract

Rutherford, G., & McKay, L. (2016, July). Negotiating mystery, mazes and mountains through metaphor: Exploring preservice teachers’ feelings about teaching in inclusive contexts. Verbal presentation at the Inclusive Education Summit, Christchurch, New Zealand.

Conference Contribution - Verbal presentation and other Conference outputs

Rutherford, G. (2016, March). "I'm useless at exams but that doesn't mean I haven't learned a lot": Exploring the possibilities of Universal Design for Learning in facilitating equity in (higher) education for all students. College of Education Seminar, University of Otago, Dunedin, New Zealand. [Department Seminar].

Other Research Output

Rutherford, G. (2015, September). Return on investment on higher education: Questions of worth? Verbal presentation at the Negotiating Recent Reform in Higher Education Symposium: The Question of Student Engagement, Newcastle upon Tyne, UK.

Conference Contribution - Verbal presentation and other Conference outputs

MacArthur, J., & Rutherford, G. (2014, November). Working at the nexus of disability studies and childhood studies to think differently about 'special education' and 'special needs' in teacher education. Verbal presentation at the 1st New Zealand Childhood Studies Colloquium, Auckland, New Zealand.

Conference Contribution - Verbal presentation and other Conference outputs

Rutherford, G. (2013, July). Bright orange vests and other markers of difference: Student teachers’ perceptions of inclusive education. Verbal presentation at the Inclusive Education Colloquium, Brisbane, Australia.

Conference Contribution - Verbal presentation and other Conference outputs

Rutherford, G. (2011). "It depends on the teacher": Teachers' (mis)understandings of disabled students and the role of the teacher aide. 11th Nordic Network on Disability Research (NNDR) Conference. (pp. 149). Retrieved from http://www.yourhost.is/nndr2011/abstracts.html

Conference Contribution - Published proceedings: Abstract

Rutherford, G., and 3rd year teacher education students. (2011). It was a standout assignment (not just to get the tick): Student teachers’ thoughts on a disability-related project [Panel discussion]. In K. Shephard, T. Harland & A. Cohen (Eds.), Proceedings of the Spotlight on Teaching and Learning Colloquium. (pp. 34). Dunedin, New Zealand: HEDC, University of Otago. [Abstract]

Conference Contribution - Published proceedings: Abstract

Rutherford, G., Melrose, S., Moore, A., O'Leary, B., Patten, L., & Undy, T. (2011, November). Understanding school from students' perspectives. Verbal presentation at the Disability Studies Inaugural Conference: Every Body In, Dunedin, New Zealand.

Conference Contribution - Verbal presentation and other Conference outputs

Rutherford, G. (2010, November-December). Doing right by: Teacher aides, disabled students, and relational social justice. Verbal presentation at the Australian Association for Research in Education (AARE) Conference: Making a Difference, Melbourne, Australia.

Conference Contribution - Verbal presentation and other Conference outputs

Rutherford, G. (2010, October). ″I loved this assignment!″ Student teachers' thoughts about learning through understanding and telling stories. Verbal presentation at the Teacher Education Forum of Aotearoa New Zealand (TEFANZ) Biennial National Conference, Auckland, New Zealand.

Conference Contribution - Verbal presentation and other Conference outputs

Rutherford, G. (2010, August). 'I wasn't trained to teach kids like that': Why disability studies needs to become an integral part of teacher education. Verbal presentation at the Otago Disability Symposium, Dunedin, New Zealand.

Conference Contribution - Verbal presentation and other Conference outputs

Rutherford, G. (2010, May). Just a teacher aide? Understanding the importance of teacher aides' work with disabled students. University of Otago, Dunedin, New Zealand. [Public Seminar].

Other Research Output

Rutherford, G. (2009, September). Just a teacher aide? Part of the problem or part of the solution to educational inequities? Verbal presentation at the Making Inclusive Education Happen Conference: Ideas for Sustainable Change, Wellington, New Zealand.

Conference Contribution - Verbal presentation and other Conference outputs

Rutherford, G. (2009, April). Getting a fair deal? Understanding the school experiences of disabled students and teacher aides within a context of relational social justice. Department Presentation, College of Education, University of Otago. Dunedin, New Zealand. [Department Seminar].

Other Research Output

Rutherford, G. (2008, November). Getting a fair deal? Disabled students' and teacher aides recommendations for educational change that makes a difference for all students. Verbal presentation at the New Zealand Association for Research in Education National Conference, Palmerston North, New Zealand.

Conference Contribution - Verbal presentation and other Conference outputs

Rutherford, G. (2008, August). “Yeah, he's just like you.” The role of teacher aides in supporting children's understandings of and relationships with one another. Verbal presentation at the New Zealand-Japan Joint Workshop on Social Support for Developmental Disabilities, Dunedin, New Zealand.

Conference Contribution - Verbal presentation and other Conference outputs

van Beusekom, F., Ergler, C., & Rutherford, G. (2021, November). Autism, disability, and being well in place: Towards a relational model of autistic people's wellbeing. Verbal presentation at the Performing Childhoods Conference, [Online].

Conference Contribution - Verbal presentation and other Conference outputs

Shiraani, F., Carr, N., & Rutherford, G. (2021). Disabled children as legitimate research participants: A topic omitted from tourism research? In J. Lima & C. Eusébio (Eds.), Social tourism: Global challenges and approaches. (pp. 96-108). Wallingford, UK: CABI. doi: 10.1079/9781789241211.0009

Chapter in Book - Research

MacArthur, J., Dharan, V., & Rutherford, G. (2017, October). Feeling in or out? Student's perspectives on learning support at secondary school. Verbal presentation at the Inclusive Education Summit, Adelaide, Australia.

Conference Contribution - Verbal presentation and other Conference outputs

Melrose, S., Bissenden, M. & Rutherford, G. (2010, 17 October). Inclusive educators. Radio New Zealand National Programme, One in Five. [Radio Broadcast].

Other Research Output

Rutherford, G. (2010, February). Different ways of knowing? Verbal presentation at the Disability Colloquium, Dunedin, New Zealand.

Conference Contribution - Verbal presentation and other Conference outputs