- Room 502, Rolle Building, Drake Circus, Plymouth, PL4 8AA
- elizabeth.done@plymouth.ac.uk

Profiles
Dr Elizabeth Done
Lecturer in Education (Special Educational Needs)
Plymouth Institute of Education (Faculty of Arts, Humanities and Business)
- Special educational needs
- Off rolling
- Illegal school exclusions
Email publicrelations@plymouth.ac.uk to enquire.
Biography
Biography
Dr Elizabeth J. Done is acting MAED Programme Lead and is researching exclusionary practices in education at the Plymouth Institute of Education (University of Plymouth) and as an Honorary Visiting Research Fellow at the University of Exeter (G.S.E).
Elizabeth specializes in inclusion, critical theory and teachers’ professional development, supervising doctoral students researching inclusion-related topics and leading modules related to inclusive education. Key interests include poststructuralist and posthumanist theory, exclusionary practices, and educators' negotiation of conflicting governmental imperatives.
2019 – date. Graduate School of Education, University of Exeter. Research Fellow. Co-investigator in jointly led (University of Plymouth) multi-strand research project on exclusionary pressures and practices; research design; supporting design of data collection instruments; related publications; project development.
2013 – Plymouth University, SEN Coordination Programme (to 2019), providing programme-wide support to raise the quality of the programme and outcomes for young people with additional needs. MAEd Programme lecturing, dissertation supervision and assessment. Doctoral supervision (PhD / EdD) - inclusion-related research. Member of REF review and ethics review groups.
2012-15 Visiting fellow. Graduate School of Education, Bristol University, Bristol, U.K. EU research bid co-production (multi-country).
2009 – 2011 Ahfad University for Women (Sudan). Professor in School of Psychology teaching MSc students. Contribution to Staff Development Unit (workshops and materials). Proposal writing (e.g. design of doctoral qualitative research methods programme for the Gender Unit).
1983: London School of Economics. B.Sc. Hons. Sociology 2:1 (Including Sociological Theory, Research Methodology with Statistics, Philosophy, Politics, Economics, Sociology of Deviance, Gender Studies)
Qualifications
B.Sc. Sociology (1983) London School of Economics and Political Science
Professional membership
Higher Education Academy Associate Membership
Roles on external bodies
Reviewer for, e.g. European Journal of Inclusive Education, British Educational Research Journal, Journal of Education Policy; Oxford Review of Education, Gender & Education; Critical Education Studies, Studies in Higher Education;
Reviewer for EERA's ECER annual conference abstracts 2020 to date.
Expert commentator on inclusion-related EU projects.
Reviewer of bids for the ESRC
Member of ECER Inclusion Stream working group on inclusive practices
Teaching
Teaching
Teaching interests
Staff serving as external examiners
Internal examiner to date.
Research
Research
Research interests
in England
Research groups
Other research
Research-based keynote at a UNICEF and Turkish Ministry of Education international conference on March 4th 2020 in Ankara and part of a televised panel Q&A session. 'Government policy around inclusive education and the implications for teachers, families and children'.
Presentation at Public Symposium hosted by the University of Exeter on 7th October 2020 – 'Off rolling: A new normal? Theoretical Perspectives'
Presentation at Public Symposium hosted by the Black Country Living Museum on 22nd February (co-research project - Universities of Plymouth and Exeter, and BCLM) 'Pranks and Punishment: exploring school (mis) behaviour in Black Country schools'
Presentation at Public Symposium hosted by the University of Winchester on 21 July 2021 Social Justice and Alternative Provision, 'Theorising inclusion / exclusion and the role of AP'
Presentation at International Congress of Early Childhood Practices 2021 (Turkey / online) on the 'Inclusive early childhood education for children with disabilities project ; 25 March 2021 'Outdoor activities in ECE and the centrality of context, confidence and creativity'.
Research degrees awarded to supervised students
Completions due 2023.
Publications
Publications
Key publications
Done, E.J. (lead ed.) & Knowler, H International Perspectives on Exclusionary Pressures in Education: How Inclusion became exclusion. Palgrave Macmillan / Springer. (in press)
Done, E.J. (2013) The Supervisory assemblage: a singular doctoral experience. Newcastle: Cambridge Scholars Publishing.
Key publications are highlighted
Journals
Done, E.J. (2022) Researching ‘Off rolling’ as a sensitive topic: ‘Hard’ evidence and experiential accounts. Emotional and Behavioural Difficulties [in press]
Done, E.J., Knowler, H., Shields, W., Baynton, H. (2022) Rocks and hard places: Exploring education psychologists' perspectives on 'off-rolling' or illegal exclusionary practices in mainstream schools. Education Psychology Research and Practice 7(2), 1-12. https://doi.org/10.15123/uel.8q73q |
Done, E.J. & Knowler, H. (2021) ‘Off-rolling’ and the art of visibility / invisibility: exploring senior leaders’ views of ‘strategic’ school exclusion in England British Education Research Journal. DOI: 10.1002/BERJ.3709
Done, E.J. & Knowler, H. (2021a) ‘Exclusion and the strategic leadership role of SENCos in England: planning for Covid-19 and future crises’. British Journal of Special Education, 48(4):438-454. https://doi.org/10.1111/1467-8578.12388
Done, E.J., Knowler, H. & Armstrong, D. (2021) ‘Grey’ exclusions matter: Mapping illegal exclusionary practices and the implications for children with Special Educational Needs and Disabilities in England and Australia. Journal of Research on Special Educational Needs. Published online 24 August 2021. https://doi.org/10.1111/1471-3802.12539
Warnes, E., Done, E.J. & Knowler, H. (2021) Teachers’ concerns about inclusive education for children with special educational needs and disability in England in 2020. JORSEN. Published online 2 June. https://doi.org/10.1111/1471-3802.12539
Clarke, A. & Done, E.J. (2021) Balancing pressures for Special Educational Needs Coordinators as managers, leaders and advocates in the emerging context of the COVID-19 pandemic British Journal of Special Education. DOI: 10.1111/1467-8578.12353
Done, E.J., Knowler, H., Warnes, E. & Pickett-Jones (2021) Think piece on parents, ‘off rolling’ and wavelength methodology: issues for SENCos. Support for Learning. Published online 2nd February 2021. http://dx.doi.org/10.1111/1467-9604.12339
Done, E.J. & Knowler, H. (2020) Painful invisibilities: Roll management or ‘off-rolling’ and professional identity. British Education Research Journal. 46(3): 516-531. Published online 6th December. https://doi.org/10.1002/berj.3591
Done, E.J. & Knowler, H. (2020) A tension between rationalities: “off-rolling” as gaming and the implications for head teachers and the inclusion agenda. Educational Review. Published online 11 September 2020. https://doi.org/10.1080/00131911.2020.1806785
Done, E.J. & Andrews, M.J. (2019) How inclusion became exclusion: Policy, teachers and inclusive education. Journal of Education Policy. Published online 29 March. https://doi.org/10.1080/02680939.2018.1552763
Done, E.J. (2019) Education governance and the responsibility to include: Teachers as a site of discursive tension. In J. Allan, V. Harwood, & C. Jørgensen (Eds.) World Yearbook of Education 2020. London: Routledge.
Done, E.J. & Andrews, M.J. & Evenden, C. (2018) (C)old beginnings and technologies of rectification in early years education: the implications for teachers and children with special educational needs. International Journal of Early Years Education. Published online 15 November 2018 https://doi.org/10.1080/09669760.2018.1547633
Done, E.J., & Murphy, M. (2018) The responsibilisation of teachers: A neoliberal solution to the problem of inclusion. Discourse: Studies in the Cultural Politics of Education, 39(1), 142-155.
Done, E.J. (with Watt, M., Murphy, M.) (2016) Change management and the SENCo role: developing key performance indicators in the strategic development of inclusivity Support for Learning, DOI 10.1111/1467-9604.12138
Done, E.J., Murphy, M. & Bedford, C. (2016) Change management and the SENCo role: developing key performance indicators of inclusivity Support for Learning DOI: 10.1111/1467-9604.12111
Done, E.J., Murphy, M. & Knowler, H. (2015) Mandatory accreditation for Special Educational Needs Co-ordinators: biopolitics, neoliberal managerialism and the Deleuzo–Guattarian ‘war machine. Journal of Education Policy, 30(1), 86-100.
Done, E.J., Murphy, M. (2016) Autism and Intuitive Practice as the Art of the Prevailing Middle. Journal of Research in Special Education Needs, 16(4), 272-279.
Done, E.J., Murphy, M. (2015) Towards a Deleuzo-feminist ethics of empowerment and freedom from logics of judgement. Gender & Education, 27(5), 539-554.
Done, E.J., Murphy, M. and H. Knowler (2014) University-based professional learning for women teachers and the ‘to care’ or ‘to lead’ dilemma. Professional Development in Education, DOI: 10.1080/19415257.2014.948690.
Done, E.J., Murphy, M. and H. Knowler (2014) Post-identitarian postgraduate pedagogy: Deleuzian mediation and resistance to ‘measuring up’. Power & Education, 6(3), 268-283.
Done, E., Murphy, M., and Irving, M. (2013) In search of inclusive non-dualistic pedagogies through collaborative and affective learning events. International Journal of Inclusive Education, 17 (6), 584–596.
Done, E.J. & H. Knowler (2012) Features of a post-identitarian pedagogy (with reference to postgraduate student writing and the continuing professional development of teachers), Studies in Higher Education, DOI:10.1080/03075079.2011.621023
Done, E.J. & H. Knowler (2011): (Re)writing reflective practice with Deleuze, Guattari and feminist poststructuralism, Reflective Practice, 12:6, 841-852Done, E., Knowler, H., Murphy, M., Rea, T., and Gale, K. (2011) (Re)writing CPD: creative analytical practices and the 'continuing professional development' of teachers, Reflective Practice, 12: 3, 389 — 399
Done, E.J. (2020) Education governance and the responsibility to include: teachers as a site of discursive tension. In J. Allan, V. Harwood, C. Jøorgensen (eds.) World Yearbook of Education 2020. London: Routledge.
University of Plymouth Annual PedRio Unit Conferences; April 2019, November 2018; presentations on supporting part-time mature student writing and pedagogy for empowerment.
Done, E.J. & Knowler, H. (2021) Exclusion and the strategic leadership role of SENCos in England. BERA Small Grants Fund Report: Education and Covid, 29 July 2021. https://www.bera.ac.uk/publication/exclusion-the-strategic-leadership-role-of-special-educational-needs-co-ordinators-in-england
Personal
Personal
Reports & invited lectures
Numerous internal lectures across PGR programmes at the Plymouth Institute of Education.
International keynotes - inclusion / exclusion.
Presentations at national webinars.