Dr Elizabeth Done

Dr Elizabeth Done

Lecturer in Education (Special Educational Needs)

Plymouth Institute of Education (Faculty of Arts and Humanities)


Lecturer on the SENCo Programme in the Plymouth Institute of Education.


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

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

Teaching interests

Research methods.

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

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. 

Key publications are highlighted

Done E & Knowler H 2019 'Painful invisibilities: Roll management or ‘off-rolling’ and professional identity' British Educational Research Journal , DOI PEARL
Done EJ & Andrews MJ 2019 'How inclusion became exclusion: Policy, teachers and inclusive education' Journal of Education Policy PEARL
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 PEARL
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 PEARL
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 PEARL
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
Done EJ 2014 The Supervisory Assemblage A Singular Doctoral Experience. Cambridge Scholars Publishing
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
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