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Dr Elizabeth J. Done is a graduate of the London School of Economics, visiting fellow at the University of Exeter, and gained her doctorate at the University of Plymouth’s Institute of Education where she is an associate professor (Inclusion) and currently leads postgraduate programmes and supervises inclusion-related doctoral research. Elizabeth was formerly a professor of health psychology in Sudan, introducing qualitative research methods and critical theory. Elizabeth has published widely on inclusion-related issues from a poststructuralist perspective and also on posthumanist (re)theorising of pedagogic practices. She is editor of three Palgrave-Springer collected works entitled International Perspectives on Exclusionary Pressures in Education, Theorising Exclusionary Pressures in Education and Challenging Exclusionary Pressures in Education. She is a member of the ESRC Peer Review College.
As four researchers concerned about school exclusion and social justice, we came together in a ½¿É«µ¼º½ webinar to consider how the global policy intention of providing inclusive education for all...
Continue reading blog postRecent events such as the Covid-19 pandemic and regional conflicts, longer term political interest in school improvement, and trends towards datafication and performativity (Ball, 2003), form the...
Recent events such as the Covid-19 pandemic and regional conflicts, longer term political interest in school improvement, and trends towards datafication and performativity (Ball, 2003), form the...
A BBC news article from March 2024 highlights that local authority spending on school travel for pupils with special educational needs and disabilities (SEND) has increased from £728m in 2018 to...
Continue reading blog postAs the school year in England begins once again against an evolving Covid-19 backdrop, we ask what this latest set of circumstances means for issues of inclusion, including which students will...
Continue reading blog postIn a newly published study (Done & Knowler, 2021a) we investigated the strategic leadership role of special educational needs coordinators (SENCOs) in planning for Covid-19 with particular...
Continue reading blog postThis report asks whether and how special educational needs co-ordinators (SENCOs) participated in Covid-19-induced school planning for lockdown, provision for vulnerable pupils and full school...
