Questioning exclusionary practices in education
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...
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Elizabeth Done, Dr
Associate Professor (Inclusion) at Plymouth University
Elizabeth Done is a Lecturer in Education (Special Educational Needs) at Plymouth Institute of Education, School of Society and Culture (Faculty of Arts, Humanities and Business), University of Plymouth. Her research focus is exclusionary practices in education, theorising exclusionary practices, and research collaborations between the Plymouth Institute of Education, UCL and the University of Exeter where she is an Honorary Visiting Research Fellow. She is associated with a UCL eugenics legacies project, exploring links to current exclusionary educational practices. She specialises in inclusion/exclusion, critical theory and teachers’ professional development, supervising doctoral students researching inclusion-related topics and leading modules related to inclusive education. Key interests include poststructuralist and posthumanist theory, exclusionary practices, and educators' negotiation of conflicting governmental imperatives.
Elizabeth Done's contributions
Escalating school travel costs: Recognising the role of national policy
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...
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A matter of inclusion: Schools continue to navigate government advice in support of students
As 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...
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SENCOs, crisis planning in schools and the international problem of ‘off rolling’ or ‘grey exclusions’
In 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 postExclusion & the strategic leadership role of special educational needs co-ordinators in England
This 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...
Exclusion and the strategic leadership role of special educational needs coordinators (SENCOs) in England: Planning for Covid-19 and future crises
Disproportionality (the overrepresentation of specific social groups) in school exclusion data is well documented (DfE, 2019). Similarly, time and funding pressures faced by special educational...
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