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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. 

Creative practice & artistic projects

Audio / performance project (see Done, Murphy & Irving 2013).

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., Murphy, M., Knowler, H. (2016) University-based professional learning for women teachers and the 'to care' or 'to lead' dilemma. Professional Development in Education 42(4): 610-627. 

Murphy, M., Done, E.J. (2016) Autism and intuitive practice as the art of the prevailing middle. Journal of Research in Special Educational Needs 16(4): 272-279. 

Done, E.J., Murphy, M. (2015) Mandatory accreditation for special educational needs coordinators: biopolitics, neoliberalism and the Deleuzo-Guattarian 'war machine'. Journal of Education Policy 30(1): 86-100. 

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., Murphy, M., Knowler, H. (2014) Post-identitarian postgraduate pedagogy:Deleuzian mediation and resistance to 'measuring up'. Power & Education 6(3): 268-282. 

Done, E.J. (2013) The supervisory assemblage: a singular doctoral experience. Newcastle: Cambridge Scholars. 

Done, E.J., Knowler, H. (2013) Features of a post-identitarian pedagogy with reference to student writing and the continuing professional development of teachers. Studies in Higher Education 38(9): 1319-1333. 

Done, E.J., Murphy, M., Irving, M. (2013) In search of non-dualistic pedagogies through collaborative and affective learning events. International Journal of Inclusive Education 17(6): 584-596.

Done, E.J., Knowler, H. (2011) (Re)writing reflective practice with Deleuze, Guattari and feminist post-structuralism. Reflective Practice 12(6): 841-852. 

Done, E.J., 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. 

Student co-authorship: 

Done, E.J., Murphy, M., Watt, M. (2017) Change management and the SENCo role:developing key performance indicators in the strategic development of inclusivity. Support for Learning 31(4): 281-295.

Done, E.J., Murphy, M., Bedford, C. (2016) Change management and the SENCo role: developing key performance indicators of inclusivity. Support for Learning 31(1): 13-26. 

Supported student sole authorship: 

Clark, C. (2018) Action research to improve phonological recognition at Key Stage 1 with reference to pupils with special educational needs. Support for Learning 32(4): 337-351. 

Reviewer for: 

Gender & Education
Journal of Education Policy
Language, Curriculum and culture
Journal of Research Development
Reflective Practice