Profile image of Ben Whitburn

Dr Ben Whitburn



Lecturer In Education (Inclusive Education)


Faculty of Arts and Education


SoE Arts & Ed


Melbourne Burwood Campus


Master of Education, , 2002
Doctor of Philosophy, Deakin University, 2015

+61 3 924 45221


Dr Ben Whitburn is an early career researcher and lecturer in inclusive education in the Faculty of Arts and Education at Deakin University. Ben's background in education extends more than ten years teaching students with and without disabilities of secondary and higher education. Ben has been involved in developing and delivering the inclusive education pathways units of the Master of Teaching at Deakin University. As a disabled scholar, Ben examines inclusive education policy and practice for its capacity to promote equal opportunities for young people with disabilities. Drawing on the perspectives of people who live with disability, Ben's research seeks to develop inclusive practice in education that addresses in particular inaccessible built and online learning environments, pedagogy and social marginalisation. Ben has a published record of research in the field of inclusive education for which he was the recipient of the American Educational Research Association’s Disability Studies in Education Junior Scholar Award in 2014. Ben is a member of REDI (Research for Educational Impact) in the School of Education.

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Research interests

Schooling experiences; disability studies; policy enactment; inclusive pedagogy; poststructural representation.

Teaching interests

Inclusive education; Research methods

Knowledge areas

Inclusive pedagogies; Disability studies; policy; critical theory


Junior Scholar Award July 2014
-American Educational Research Association’s special interest group in Disability Studies in Education. Presented at:  Learning from the past. Ensuring the future conference, July 25-27, 2014.  Victoria University, Melbourne, Australia.

Finalist, Deakin University 3 minute Thesis competition, 2014.


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The subjectivities of 'included' students with disabilities in schools

B Whitburn

(2017), Vol. 38, pp. 485-497, Discourse, Abingdon, Eng., C1


Making sense of everyday practice : by whom, for whom, for what?

B Whitburn, V Plows

(2017), Vol. 6, pp. 3-11, Inclusive education : making sense of everyday practice, Rotterdam, The Netherlands, B1


Inclusive education, subjectivities and the posts

B Whitburn, J Moss, J O'Mara

(2017), Vol. 6, pp. 31-44, Inclusive education: making sense of everyday practice, Rotterdam, The Netherlands, B1


The fetish of the lens: persistent sexist and ableist metaphor in education research

L McKnight, B Whitburn

(2017), pp. 1-11, International journal of qualitative studies in education, Abingdon, Eng., C1


The policy problem: the National Disability Insurance Scheme (NDIS) and implications for access to education

B Whitburn, J Moss, J O'Mara

(2017), Vol. 32, pp. 467-479, Journal of education policy, Abingdon, Eng., C1


Voice, post-structural representation and the subjectivity of 'included' students

B Whitburn

(2016), Vol. 39, pp. 117-130, International journal of research and method in education, Oxford, Eng., C1


The perspectives of secondary school students with special needs in Spain during the crisis

B Whitburn

(2016), Vol. 11, pp. 148-164, Research in comparative and international education, London, Eng., C1


National and international disability rights legislation: a qualitative account of its enactment in Australia

B Whitburn

(2015), Vol. 19, pp. 518-529, International journal of inclusive education, London, Eng., C1


Attending to the potholes of disability scholarship

B Whitburn

(2015), pp. 215-224, Disability studies: educating for inclusion, Rotterdam, The Netherlands, B1


The indelible ink of the special stamp: an insider's research essay on imprints and erasures

B Whitburn

(2014), Vol. 29, pp. 624-637, Disability & Society, Oxford, England, C1


Accessibility and autonomy preconditions to 'our' inclusion: a grounded theory study of the experiences of secondary students with vision impairment

B Whitburn

(2014), Vol. 14, pp. 3-15, Journal of Research in Special Educational Needs, Oxford, England, C1


The "inclusion" of students with vision impairments: generational perspectives in Australia

B Whitburn

(2014), Vol. 10, pp. 1-18, International Journal of Whole Schooling, United States, C1


'A really good teaching strategy' : secondary students with vision impairment voice their experiences of inclusive teacher pedagogy

B Whitburn

(2014), Vol. 32, pp. 148-156, British journal of visual impairment, London, England, C1


The dissection of paraprofessional support in inclusive education: 'you're in mainstream with a chaperone'

B Whitburn

(2013), Vol. 37, pp. 147-161, Australasian Journal of Special Education, Cambridge, England, C1


The impression that I get : educational inclusion explored through the voices of young people with vision impairment

B Whitburn

(2011), pp. 1-13, AARE 2011 : The proceedings of the 2011 AARE International Research in Education Conference : Researching Acrossa Boundaries, Hobart, Tas., E1


Funded Projects at Deakin

No Funded Projects at Deakin found


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