- Room 502, Rolle Building, Drake Circus
- elizabeth.done@plymouth.ac.uk

Profiles
Dr Elizabeth Done
Lecturer in Education (Special Educational Needs)
Plymouth Institute of Education (Faculty of Arts and Humanities)
Role
Lecturer on the SENCo Programme in the Plymouth Institute of Education.
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
Visiting fellow. Graduate School of Education, Bristol University, Bristol, U.K.
Teaching interests
Research methods.
Student writing.
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
Journals
Articles
2019
'Painful invisibilities: Roll management or ‘off-rolling’ and professional identity'
British Educational Research Journal
, DOI
PEARL
2019
'How inclusion became exclusion: Policy, teachers and inclusive education'
Journal of Education Policy
PEARL
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
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
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
2016
'Change management and the SENCo role: developing key performance indicators of inclusivity'
Support for Learning
31,
(1)
13-26
, DOI
2015
'Towards a Deleuzo-feminist ethics of empowerment and freedom from logics of judgement'
Gender and Education
27,
(5)
539-554
, DOI
2014
'Autism and intuitive practice as the art of the prevailing middle'
Journal of Research in Special Educational Needs
16,
(4)
272-279
, DOI
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
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
2014
'Post-Identitarian Postgraduate Pedagogy: Deleuzian Mediation and Resistance to ‘Measuring Up’'
Power and Education
6,
(3)
268-282
, DOI
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
2013
'In search of inclusive non-dualistic pedagogies through collaborative and affective learning events'
International Journal of Inclusive Education
17,
(6)
584-596
, DOI
2011
'(Re)writing reflective practice with Deleuze, Guattari and feminist poststructuralism'
Reflective Practice
12,
(6)
841-852
, DOI
2011
'(Re)writing CPD: creative analytical practices and the ‘continuing professional development’ of teachers'
Reflective Practice
12,
(3)
389-399
, DOI
Books
2014
The Supervisory Assemblage A Singular Doctoral Experience.
Cambridge Scholars Publishing
Chapters
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
2006
'The effect of group size on proximity relations in pre weaned foals kept in a commercial stud environment'
199-202