- Room 502, Rolle Building, Drake Circus, Plymouth, PL4 8AA
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 firstname.lastname@example.org to enquire.
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. She 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 ‘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)
B.Sc. Sociology (1983) London School of Economics and Political Science
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 conferences.
Expert commentator on inclusion-related EU projects.
Key publications are highlightedJournals
University of Plymouth Annual PedRio Unit Conferences; April 2019, November 2018; presentations on supporting part-time mature student writing and pedagogy for empowerment.
Reports & invited lectures
Liz delivered a keynote at a UNICEF and Turkish Ministry of Education international conference on March 4th 2020 in Ankara and presented a paper at the European Conference of Educational Research (online) on 28th August 2020. She is presenting at a Public Symposium hosted by the University of Exeter on 7th October where her talk is entitled – Off rolling: A ‘new normal’? Theoretical Perspectives.
International Inclusive ECE Conference in Turkey (UNICEF and Turkish Ministry of National Education), Ankara, Turkey, 4-5th March 2020
Inclusive early childhood education for children with disabilities project
Keynote title: Government policy around inclusive education and the implications for teachers, families and children in the UK
Abstract: The relevance and value of a post-structuralist theoretical orientation when considering inclusion-related policy will be briefly explained, followed by the identification of recurrent themes in a post-structuralist analysis of UK policy developments. These themes include: a confused policy landscape that EY teachers must navigate, rights as a necessary but not sufficient condition of inclusion, and inclusion as an ethical (not economic) project that rejects deficit models of disability. Foucault (1982, p.778) insists on checking “the type of reality with which we are dealing” and, relatedly, the historical conditions of prevailing discursive fabrications to provide “historical awareness of our present circumstance”. Despite a longstanding inclusion agenda in the UK, academic performance continues to be prioritised with implications for teachers, families and children. An implicit binary of worthiness / unworthiness favours children perceived to potentially contribute to national economic capital. Consequently, the nature of caring has changed and teachers are under pressure to identify special needs and disabilities (SEND) as early as possible in a context of inadequate resourcing, external support and training, and competitive pressures. Children will leave EYE to enter an educational system which is test result driven and in which mental health is increasingly an issue. Parents may find they are liaising with schools where their child’s needs are not understood or cannot be adequately supported, or they may find schools refusing admission or experience pressure to move their child to a different setting. It is argued that a post-structuralist analysis permits recognition that a rhetoric of inclusion or inclusive education can serve to obscure tensions between economic, socio-political and ethical agendas.
European Conference of Educational Research (online), 28th August 2020
Presentation title: Exploring Senior School Leaders’ and Parents’ & Carers’ Perspectives on Illegal School Exclusions or 'Off Rolling' in England
Thematic questions addressed:
- How do senior leaders and parents of children in mainstream secondary schools in England understand and explain the practice of off rolling?
- What are the challenges and dilemmas surrounding this practice for senior leaders and parents?
- What is the personal and professional impact on senior leaders and parents of involvement in cases that might be defined as off rolling?
- What do senior leaders and parents say about how the practice of off rolling might be avoided in England?