Dr Elizabeth Done
Profiles

Dr Elizabeth Done

Lecturer in Education (Special Educational Needs)

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

2019 – date. Graduate School of Education, University of Exeter. Research Fellow. Co-investigator in jointly led (University of Plymouth) multi-strand research project on ‘off rolling’; research design; supporting design of data collection instruments; related publications; project development.

2013 – date. Plymouth University, SEN Coordination Programme. Lecturer (Associate Lecturer 2013-8). Providing SENCo programme-wide support; tutoring / teaching groups within the SWC; assessment. Lecturing, tutoring and assessment on a MA in Education programme. Doctoral supervision (inclusion-related).

2012-15 Visiting fellow. Graduate School of Education, Bristol University, Bristol, U.K. 

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.  


Teaching interests

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

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. 





Research interests

Leading parent and SENCo strands of a multi-strand collaborative research project (Plymouth Institute of Education / Graduate School of Education, Exeter). 

Theory-driven research into government policy around inclusion and its implications for teachers (with reference to key concepts in the inclusive education literature). 

The post-graduate student experience. 

Academic writing practices. 

Journals

Done, E.J. & Knowler, H. (2019) Painful invisibilities: Roll management or ‘off-rolling’ and professional identity. British Education Research Journal. Published online 6th December. \DOI: https://doi.org/10.1002/berj.3591

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. & 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.

Watt, M., Murphy, M. & Done, E. (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.

Murphy, M. & Done, E.J. (2016) Autism and Intuitive Practice as the Art of the Prevailing Middle. Journal of Research in Special Education Needs, 16(4), 272-279.

Murphy, M. & Done, E.J. (2015) Towards a Deleuzo-feminist ethics of empowerment and freedom from logics of judgement. Gender & Education, 27(5), 539-554.

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., 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 (2011): (Re)writing reflective practice with Deleuze, Guattari and feminist poststructuralism, Reflective Practice, 12:6, 841-852

Done, 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





Chapters

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.

Conference Papers

UNICEF / Turkish Ministry of Education International Conference of Inclusive Early Childhood Education for Children with Disabilities, keynote speaker, 4th March, Ankara, Turkey.

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