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