Dr Elizabeth Done
Profiles

Dr Elizabeth Done

Lecturer in Education (Special Educational Needs)

Plymouth Institute of Education (Faculty of Arts, Humanities and Business)

Dr Elizabeth Done can be contacted through arrangement with our Press Office, to speak to the media on these areas of expertise.
  • Special educational needs
  • Off rolling
  • Illegal school exclusions
Biography

Biography

Dr Elizabeth J. Done is a Lecturer in Inclusion in the Plymouth Institute of Education at the University of Plymouth and Honorary Visiting Research Fellow at the University of Exeter (G.S.E). 

Liz specialises in inclusion, critical theory and teachers’ professional development, and supervises doctoral students researching inclusion-related topics. She is Deputy Programme Lead on the MAEd programme and leads modules related to inclusive education. A key interest is senior leaders’ and educational professionals’ 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: lecturer (to 2019), providing programme-wide support to raise the quality of the programme and outcomes for young people with additional needs. MAEd Programme (Deputy Lead): 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

PhD. Education (2011) University of Plymouth

Professional membership

Higher Education Academy Associate Membership

Roles on external bodies

Reviewer for: British Educational Research Journal, Journal of Education Policy; Gender & Education; Studies in Higher Education; Reflective Practice; International Journal of Research Development; Critical Education Studies.

Reviewer for EERA's ECER annual conference abstracts. 

Expert commentator on inclusion-related EU projects. 

Member of ECER Inclusion Stream working group on inclusive practices

Teaching

Teaching

Teaching interests

Research methods (predominantly qualitative, including development of innovative methodologies and post-structuralist analysis).

Student writing.

The politics of inclusion.

Theory-based analysis of inclusion policy and its implications for teachers in varied settings. 

Post-structuralist and feminist post-structuralist theory. 

Pedagogic theory in the context of competing discourses around education. 

Staff serving as external examiners

Internal examiner to date.

Research

Research

Research interests

Co-researcher and lead for studies within a multi-strand collaborative research project (Plymouth Institute of Education / Graduate School of Education, Exeter): 

1) Senior school leaders 2020
2) Social media 2020
3) SENCos 2021
4) Parents 2021
5) Educational psychologists 2021, 2022

Awarded BERA Small Award 2020 for research into SENCos and CV-19 related strategic planning with reference to exclusionary practices.

ECER presentations 2020, 2021, 2022:

2020 Exploring Senior School Leaders’ and Parents’ & Carers’ Perspectives on Illegal School Exclusions or 'Off Rolling' in England 
2021 Educational Psychologists’ Perspectives on Strategic & Illegal Exclusion in Schools
2021 Planning for COVID-19 and Future Crises. Exclusion and the Strategic Leadership Role of Special Educational Needs Coordinators (SENCOs) in England
2022 The Role of Educational Psychologists in Exclusionary Practices and Tensions between Performance Management, Inclusion, Safeguarding: A framework for dialogue  

BERA presentation:

2021 Planning for COVID-19 and Future Crises. Exclusion and the Strategic Leadership Role of Special Educational Needs Coordinators (SENCOs) in England
in England


Research proposal review (ESRC)

Expert commentator:

European Inclusion Compass
RMIT-led inclusion project

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

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


Articles
Done E, Knowler H, Richards H & Brewster S (2022) 'Advocacy leadership and the de-professionalising of the Special Educational Needs Coordinator role' British Journal of Special Education
Done E (2022) 'Advocacy leadership and the de-professionalising of the Special Educational Needs Coordinator role' British Journal of Special Education Open access
Done E (2022) 'Researching ‘off rolling’ as a sensitive topic: ‘Hard’ evidence and experiential accounts' Emotional & Behavioural Difficulties , DOI Open access
Done E & Demir Y (2022) 'Twice exceptionality in neoliberal education cultures: Implications for Special Educational Needs Coordinators' The Journal of Research in Special Educational Needs , DOI Open access
Done E (2022) 'The role pressures for Special Educational Needs Coordinators as managers, leaders and advocates in the Covid-19 pandemic: implications for inclusive education' Medical Research Archives 10, (11) , DOI Open access
Done E & Knowler H (2021) 'Exclusion and the strategic leadership role of Special Educational Needs Coordinators (SENCos) in England: planning for COVID-19 and future crises' British Journal of Special Education , DOI Open access
Done EJ & Knowler H (2021) '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 , DOI Open access
Done E, Knowler H & Armstrong D (2021) '‘Grey’ exclusions matter: Mapping illegal exclusionary practices and the implications for children with disabilities in England and Australia' The Journal of Research in Special Educational Needs , DOI Open access
Warnes E, Done EJ & Knowler H (2021) 'Mainstream Teachers’ Concerns about Inclusive Education for Children with Special Educational Needs and Disability in England under Pre-Pandemic conditions' The Journal of Research in Special Educational Needs , DOI Open access
Done E & Knowler H (2021) '‘Off‐rolling’ and Foucault’s art of visibility/invisibility: An exploratory study of senior leaders’ views of ‘strategic’ school exclusion in southwest England' British Educational Research Journal , DOI Open access
Clarke A & Done E (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 Open access
Done E, Knowler H, Warnes E & Pickett-Jones B (2021) 'Think piece on parents, ‘off rolling’ and wavelength methodology: issues for SENCos' Support for Learning 36, (1) 69-82 , DOI Open access
Done E, Knowler H, Shield W & Bayton H (2021) 'Rocks and hard places: Exploring educational psychologists’ perspectives on ‘off rolling’ or illegal exclusionary practices in mainstream secondary schools in England' Educational Psychology: Research and Practice 7, (2) 1-12 Publisher Site , DOI Open access
Done E & Knowler H (2020) 'A tension between rationalities: “off-rolling” as gaming and the implications for head teachers and the inclusion agenda' Educational Review , DOI Open access
Done E & Knowler H (2019) 'Painful invisibilities: Roll management or ‘off-rolling’ and professional identity' British Educational Research Journal , DOI Open access
Done EJ & Andrews MJ (2019) 'How inclusion became exclusion: Policy, teachers and inclusive education' Journal of Education Policy , DOI Open access
Done EJ, Andrews MJ & 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 , DOI Open access
Done L, Murphy M & Watt M (2016) 'Change management and the SENCo role: developing key performance indicators in the strategic development of inclusivity' Support for Learning 31, (4) 281-295 , DOI Open access
Done EJ & Murphy M (2016) 'The responsibilisation of teachers: a neoliberal solution to the problem of inclusion' Discourse: Studies in the Cultural Politics of Education 39, (1) 142-155 , DOI Open access
Done E, Murphy M & Bedford C (2016) 'Change management and the SENCo role: developing key performance indicators of inclusivity' Support for Learning 31, (1) 13-26 , DOI
Murphy M & Done EJ (2015) 'Towards a Deleuzo-feminist ethics of empowerment and freedom from logics of judgement' Gender and Education 27, (5) 539-554 , DOI
Murphy M & Done EJ (2014) 'Autism and intuitive practice as the art of the prevailing middle' Journal of Research in Special Educational Needs 16, (4) 272-279 , DOI
Done EJ, Murphy M & Knowler H (2014) 'University-based professional learning for women teachers and the ‘to care’ or ‘to lead’ dilemma' Professional Development in Education 42, (4) 610-627 , DOI
Done EJ, Murphy M & Knowler H (2014) '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 , DOI
Done EJ, Murphy M & Knowler H (2014) 'Post-Identitarian Postgraduate Pedagogy: Deleuzian Mediation and Resistance to ‘Measuring Up’' Power and Education 6, (3) 268-282 , DOI
Done E & Knowler H (2013) 'Features of a post-identitarian pedagogy (with reference to postgraduate student writing and the continuing professional development of teachers)' Studies in Higher Education 38, (9) 1319-1333 , DOI
Done E, Murphy M & 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 , DOI
Done EJ & Knowler H (2011) '(Re)writing reflective practice with Deleuze, Guattari and feminist poststructuralism' Reflective Practice 12, (6) 841-852 , DOI
Done E, Knowler H, Murphy M, Rea T & Gale K (2011) '(Re)writing CPD: creative analytical practices and the ‘continuing professional development’ of teachers' Reflective Practice 12, (3) 389-399 , DOI
Books

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.

Done E; Knowler H (2022) International Perspectives on Exclusionary Pressures in Education: How inclusion became exclusion. London Palgrave Macmillan
Done EJ (2014) The Supervisory Assemblage A Singular Doctoral Experience. Cambridge Scholars Publishing
Chapters

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.

Done E (2019) 'Education governance and the responsibility to include: teachers as a site of discursive tension' in Allan J; Harwood V; Jorgensen C World Yearbook of Education 2020 Schooling, Governance and Inequalities Routledge
Conference Papers

University of Plymouth Annual PedRio Unit Conferences; April 2019, November 2018; presentations on supporting part-time mature student writing and pedagogy for empowerment.

Done EJ, Randle H & Counsell T (2006) 'The effect of group size on proximity relations in pre weaned foals kept in a commercial stud environment' 199-202
Done E 'Government Policy Around Inclusive Education in the UK and the Implications for Children, Families and Teachers' International Inclusive ECE Conference in Turkey,.A joint initiative by UNICEF and Turkish Ministry of Education 3-/-0/20203-/-0/2020Open access
Reports

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

Presentations and posters
Done E & Knowler H Done E & Knowler H 'Exploring Senior School Leaders and Parents Perspectives on Illegal School Exclusions or 'Off Rolling' in England' Open access
Personal

Personal

Reports & invited lectures

 Numerous internal lectures across PGR programmes at the Plymouth Institute of Education.