Gareth Dart


Senior Lecturer in Education

Education and Inclusion

Contact Details

tel: 01905 542149

Gareth joined the University of Worcester in 2007. He was course leader for the Education Studies degree for 5 years, during which time the course doubled in size. He continues to act as the year one lead as well teaching on various modules of the degree and on Masters courses. He has specific interests in teacher education and special and inclusive education in the contexts of resource poor countries, particularly in southern Africa.

Gareth started his professional career in supported housing for young people with a range of needs in the UK and the USA and quickly became interested in the ways that the service users learned various skills as well as the reasons as to why many had had very poor educational opportunities.

He moved into the Further Education sector, firstly in a residential college run by MENCAP and then as an access course leader in a large mainstream college. From there he spent a number of years involved in developing and running teacher education courses in Botswana focussing on special and inclusive education. He continues to be involved in education projects in southern Africa such as Teacher Education in Sub-Saharan Africa (TESSA), and the experiences of learners with albinism in the region.


  • PGCE 
  • MEd  
  • BSc (Hons) 

Teaching & Research

Teaching Interests

  • Comparative education
  • The Global Dimension in education
  • Citizenship and education
  • Researching education
  • Special and inclusive education

Research Interests

  • Teacher education in developing contexts.
  • Special and inclusive education in developing contexts.

Professional Bodies

  • National Association of Special Educational Needs - NASEN
  • The British Educational Research Association BERA
  • The Society for Educational Studies SES
  • Teacher Education in Sub-Saharan Africa TESSA
  • Botswana Education Research Association BERA


Dart, G., Gunnell, J. & Matemba, J. (2019) Inclusive education for learners with albinism: a triple case study from Southern Africa. In Singal, L., Lynch, P. & Johansson, S. T. (Eds) Education and Disability in the Global South: New Perspectives from Asia and Africa.  London: Routledge.

Dart, G., Khudu-Peteren, K. & Mukhopadhyay, S.  (2018) Inclusive education in Botswana. In Englebrecht, P. & Oswald, M. (Eds), Challenges to the implementation of inclusive education in Southern Africa. Pretoria: Van Schaik Publishers.

Dart, G. (2017) Inclusion and the Global Dimension. In Woolley, R.  (Ed), Understanding Inclusion: Core Concepts, Policy and Practice. London: Routledge.

Cullen, J. and Dart, G. (2014) Open Pathways to Literate Worlds –The TESSA (Teacher Education Sub Saharan Africa) experience. In J.O’Meara & A.Cree (Eds.), Pathways to Literate Worlds: Paper from the World Literacy Summit 2014.

Dart, G. and Lund, P. (2014) Teachers' Toolkit for Supporting Students with Albinism in African Classrooms. Manual. Albinism in Malawi and Zambia (AIMZ).

Buckler, S. and Dart, G. (2013). Educational Anarchy: An international analysis into the validity of transpersonal education. Journal of Transpersonal Research.

 Dart, G. (2012) Challenges facing pupils and staff at Botswana Community Junior Secondary Schools – the student teachers’ perspective. In, Mutua, K. &. Sunal, C. v. (Eds) Advances in Research and Praxis in Special Education in Africa, Caribbean and the Middle East. Alabama; InfoAge Publishing

Bracken, S., Dart, G., & S. Pickering (2011) Evolution or revolution? An analysis of the changing faces of development education in the United Kingdom, in Development Education Review Issue 12.

Yousuf, M.I., Sarwar, M., Dart, G. & Naseer-ud-Din, M. (2010) ‘Peace Perceptions Of Prospective Teachers For Promoting Peace Activities

For School Settings In Pakistan’. Journal of College Teaching and Learning. 7 (3) 53 – 57.

Dart, G., Nthobatsang, T., Korwa, L. & Chizwe, O. (2010) ‘The experiences of albino children at Botswana junior secondary schools; a double case study’. The British Journal of Special Education. 37 (2)

External Roles