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. http://www.developmenteducationreview.com/issue12
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)