Elizabeth J Done
Biographic Data
| ID | 764655 |
|---|---|
| NAME | Elizabeth J Done |
| GIVEN NAMES | Elizabeth J |
| FAMILY NAME | Done |
| SIGNATURE | DONE E J |
| AFFILIATIONS | University of Plymouth |
| ORCID | 0000-0001-6627-1928 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 38 |
| WORKS AS AUTHOR | 17 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Small things/bigger picture
This conceptual paper seeks to identify resonances between the theorising of Vygotsky and Foucault that can explain how events which may not be perceived to be exclusionary by educators may contribute to school exclusion or the self-exclusion of students through home education. We explore the subjective conditions of actions that deviate from the normative standards enshrined in school behaviour policies, drawing on Vygotsky’s concept of perezhiv…
Exposing the work of the market through the case of Alternative Provision for English school students
Pupils in England who, for some reason, are not able to attend school often find themselves in Alternative Provision (AP). These are special arrangements designed to address their specific needs and help them return to mainstream schooling. AP involves a financial agreement between the provider and the organisation that commissions the provision and thus operates as an explicit form of education market in which educational services are traded dir…
Un)just transitions for youth and the disabled? The exclusionary pressures facing science, technology, engineering and mathematics (STEM) education
An immanent postfoundational methodology for researching the violent trans-sections of ableism, classism and sexism
Twice exceptionality in neoliberal education cultures
‘Twice exceptionality’ describes the coexistence of a learning difficulty or disability (SEN/D) and exceptional performance in one area of learning. A popular discourse around autism and savantism in the United States promotes a hierarchical differentiation of the ‘twice exceptional’ based on measured intelligence and commodifies support for this group. Such support is designed to appeal to a neoliberal ethos of seeking competitive advantage in a…
Mainstream teachers’ concerns about inclusive education for children with special educational needs and disability in England under pre‐pandemic conditions
A survey‐based investigation of teachers’ concerns was conducted the following adaptation of Sharma and Desai’s ‘Concerns about Integrated Education (CIE) Scale’ two decades ago. The terminology was adjusted and ‘integrated’ became ‘inclusive’, and ‘Special Educational Needs and / or Disability (SEND)’ replaced ‘disability’ in a novel ‘Concerns about Inclusive Education Scale’. A purposive sample included the public and private education sectors.…
A tension between rationalities
In this paper, the concepts of fabrication, subjectivation and performativity are mobilised in an analysis of varied exclusionary practices in England’s schools with particular reference to “off-rolling”, defined by the national school inspectorate as the illegal removal of a student from a school roll in order to enhance academic performance data. This narrow definition has gained traction over a relatively short period of time, reflecting growi…
‘Grey’ exclusions matter
This paper provides an outline of, and rationale for, an international research project that will identify commonalities and disparities in illegal school exclusionary practices in Australia and England. The aims here are to situate such practices within a global context and to map the events and processes through which children and young people, particularly those with ‘special’ educational needs and disabilities, are removed from school in Aust…
Off‐rolling’ and Foucault’s art of visibility/invisibility
This article reports an unprecedented exploratory small‐scale investigation of the views of senior school leaders in southwest England relating to ‘off‐rolling’ (illegal exclusionary practices). ‘Off‐rolling’ is conceptualised as a policy technology, however, the conceptual framework used in data analysis derives from Foucault’s treatment of power and pleasure, and the constitution in discourse of novel ‘permanent realities’. Relations of force t…
How inclusion became exclusion
It is almost two decades since a concept of inclusion as selective segregation was proposed as an alternative to the concept of full inclusion and inclusive education was reconfigured as providing children with varied educational settings in order to meet their needs. A version of this model of inclusive education subsequently gained political traction in England where the issue of segregated or mainstream provision is now constructed as a matter…
Painful invisibilities
‘Off‐rolling’ is widely defined as the illegal removal of students from a school roll, unlike permanent exclusion, which involves sanctioned formal procedures. It is a practice that brings very different logics, political agendas, governmental imperatives and the associated matter of school leader professional identity into sharp relief. Deviant professional identities have already been discursively constituted, despite the current lack of resear…
The responsibilisation of teachers
This paper critically examines competing demands placed on teachers, with reference to recent inclusion policy in England and Australia. The authors draw on Michael Foucault’s analysis of power, neoliberalism(s) and biopolitics to explore the ways in which teachers are ‘responsibilised’ into negotiating and fulfilling demands related to both state-imposed accountability practices and social justice agendas. The economic context and associated ‘po…
Towards a Deleuzo-feminist ethics of empowerment and freedom from logics of judgement
This paper brings together themes from the varied texts of Gilles Deleuze in outlining a Deleuzo-feminist ethics that speaks to contemporary debates in education. Drawing on Deleuze's (1988) engagement with Spinozan ethics, Foucault's (1987) ‘practice of freedom’, the Nietzschean ‘doctrine of judgment’ and ‘system of cruelty’ (Deleuze 2001), and Bergsonian ‘fabulatory processes’ (Deleuze 1995), we explore the poststructuralist distinction between…
Mandatory accreditation for Special Educational Needs Co-ordinators
Recent changes to policy directives now require newly appointed Special Educational Needs Coordinators (SENCOs) in UK mainstream schools to be qualified teachers. Training and accreditation through a nationally approved postgraduate award is now mandatory. Concepts drawn from poststructuralist biopolitics and critiques of neoliberal educational managerialism are mobilized in an analysis of recent inclusion policy and award requirements. Resistanc…
Post-Identitarian Postgraduate Pedagogy
’Measuring up’ in postgraduate education implies correctness, correspondence and conformity to institutional and governmental imperatives. Following Deleuze, such imperatives are conceptualised in this article as neoliberal striation of educational space. Two corollaries of the marketisation of higher education and neoliberal instrumentalism are fearful compliance and a lexicon in which truth or freedom has no place. The authors explore the affec…
Features of a post-identitarian pedagogy (with reference to postgraduate student writing and the continuing professional development of teachers)
This article responds to Aitchson's observation that development of new pedagogic practices for teaching writing is inhibited by lack of research into how such pedagogies work in practice. The article refers to research into the introduction of a module, ‘Writing as Professional Development’, on a part-time master's-level programme for practising teachers at a UK university in 2009. The module was conceived as a post-identitarian pedagogic strate…
In search of inclusive non-dualistic pedagogies through collaborative and affective learning events
Despite growing consensus that dualistic thinking and hierarchically organised binary categorisations must be challenged if inclusion is to be achieved, advice on the design and implementation of non-dualistic pedagogies is less readily available. The role of teacher educators should therefore include: the modelling of possible actions that provoke thought, support for experimental learning events, and the fostering of vocabularies that defy sanc…
The responsibilisation of teachers
This paper critically examines competing demands placed on teachers, with reference to recent inclusion policy in England and Australia. The authors draw on Michael Foucault’s analysis of power, neoliberalism(s) and biopolitics to explore the ways in which teachers are ‘responsibilised’ into negotiating and fulfilling demands related to both state-imposed accountability practices and social justice agendas. The economic context and associated ‘po…
How inclusion became exclusion
It is almost two decades since a concept of inclusion as selective segregation was proposed as an alternative to the concept of full inclusion and inclusive education was reconfigured as providing children with varied educational settings in order to meet their needs. A version of this model of inclusive education subsequently gained political traction in England where the issue of segregated or mainstream provision is now constructed as a matter…
Painful invisibilities
‘Off‐rolling’ is widely defined as the illegal removal of students from a school roll, unlike permanent exclusion, which involves sanctioned formal procedures. It is a practice that brings very different logics, political agendas, governmental imperatives and the associated matter of school leader professional identity into sharp relief. Deviant professional identities have already been discursively constituted, despite the current lack of resear…
Mandatory accreditation for Special Educational Needs Co-ordinators
Recent changes to policy directives now require newly appointed Special Educational Needs Coordinators (SENCOs) in UK mainstream schools to be qualified teachers. Training and accreditation through a nationally approved postgraduate award is now mandatory. Concepts drawn from poststructuralist biopolitics and critiques of neoliberal educational managerialism are mobilized in an analysis of recent inclusion policy and award requirements. Resistanc…
Off‐rolling’ and Foucault’s art of visibility/invisibility
This article reports an unprecedented exploratory small‐scale investigation of the views of senior school leaders in southwest England relating to ‘off‐rolling’ (illegal exclusionary practices). ‘Off‐rolling’ is conceptualised as a policy technology, however, the conceptual framework used in data analysis derives from Foucault’s treatment of power and pleasure, and the constitution in discourse of novel ‘permanent realities’. Relations of force t…
In search of inclusive non-dualistic pedagogies through collaborative and affective learning events
Despite growing consensus that dualistic thinking and hierarchically organised binary categorisations must be challenged if inclusion is to be achieved, advice on the design and implementation of non-dualistic pedagogies is less readily available. The role of teacher educators should therefore include: the modelling of possible actions that provoke thought, support for experimental learning events, and the fostering of vocabularies that defy sanc…
In search of inclusive non-dualistic pedagogies through collaborative and affective learning events
Despite growing consensus that dualistic thinking and hierarchically organised binary categorisations must be challenged if inclusion is to be achieved, advice on the design and implementation of non-dualistic pedagogies is less readily available. The role of teacher educators should therefore include: the modelling of possible actions that provoke thought, support for experimental learning events, and the fostering of vocabularies that defy sanc…
Features of a post-identitarian pedagogy (with reference to postgraduate student writing and the continuing professional development of teachers)
This article responds to Aitchson's observation that development of new pedagogic practices for teaching writing is inhibited by lack of research into how such pedagogies work in practice. The article refers to research into the introduction of a module, ‘Writing as Professional Development’, on a part-time master's-level programme for practising teachers at a UK university in 2009. The module was conceived as a post-identitarian pedagogic strate…
Post-Identitarian Postgraduate Pedagogy
’Measuring up’ in postgraduate education implies correctness, correspondence and conformity to institutional and governmental imperatives. Following Deleuze, such imperatives are conceptualised in this article as neoliberal striation of educational space. Two corollaries of the marketisation of higher education and neoliberal instrumentalism are fearful compliance and a lexicon in which truth or freedom has no place. The authors explore the affec…
Towards a Deleuzo-feminist ethics of empowerment and freedom from logics of judgement
This paper brings together themes from the varied texts of Gilles Deleuze in outlining a Deleuzo-feminist ethics that speaks to contemporary debates in education. Drawing on Deleuze's (1988) engagement with Spinozan ethics, Foucault's (1987) ‘practice of freedom’, the Nietzschean ‘doctrine of judgment’ and ‘system of cruelty’ (Deleuze 2001), and Bergsonian ‘fabulatory processes’ (Deleuze 1995), we explore the poststructuralist distinction between…
Mandatory accreditation for Special Educational Needs Co-ordinators
Recent changes to policy directives now require newly appointed Special Educational Needs Coordinators (SENCOs) in UK mainstream schools to be qualified teachers. Training and accreditation through a nationally approved postgraduate award is now mandatory. Concepts drawn from poststructuralist biopolitics and critiques of neoliberal educational managerialism are mobilized in an analysis of recent inclusion policy and award requirements. Resistanc…
The responsibilisation of teachers
This paper critically examines competing demands placed on teachers, with reference to recent inclusion policy in England and Australia. The authors draw on Michael Foucault’s analysis of power, neoliberalism(s) and biopolitics to explore the ways in which teachers are ‘responsibilised’ into negotiating and fulfilling demands related to both state-imposed accountability practices and social justice agendas. The economic context and associated ‘po…
How inclusion became exclusion
It is almost two decades since a concept of inclusion as selective segregation was proposed as an alternative to the concept of full inclusion and inclusive education was reconfigured as providing children with varied educational settings in order to meet their needs. A version of this model of inclusive education subsequently gained political traction in England where the issue of segregated or mainstream provision is now constructed as a matter…
Painful invisibilities
‘Off‐rolling’ is widely defined as the illegal removal of students from a school roll, unlike permanent exclusion, which involves sanctioned formal procedures. It is a practice that brings very different logics, political agendas, governmental imperatives and the associated matter of school leader professional identity into sharp relief. Deviant professional identities have already been discursively constituted, despite the current lack of resear…
‘Grey’ exclusions matter
This paper provides an outline of, and rationale for, an international research project that will identify commonalities and disparities in illegal school exclusionary practices in Australia and England. The aims here are to situate such practices within a global context and to map the events and processes through which children and young people, particularly those with ‘special’ educational needs and disabilities, are removed from school in Aust…
Off‐rolling’ and Foucault’s art of visibility/invisibility
This article reports an unprecedented exploratory small‐scale investigation of the views of senior school leaders in southwest England relating to ‘off‐rolling’ (illegal exclusionary practices). ‘Off‐rolling’ is conceptualised as a policy technology, however, the conceptual framework used in data analysis derives from Foucault’s treatment of power and pleasure, and the constitution in discourse of novel ‘permanent realities’. Relations of force t…
Twice exceptionality in neoliberal education cultures
‘Twice exceptionality’ describes the coexistence of a learning difficulty or disability (SEN/D) and exceptional performance in one area of learning. A popular discourse around autism and savantism in the United States promotes a hierarchical differentiation of the ‘twice exceptional’ based on measured intelligence and commodifies support for this group. Such support is designed to appeal to a neoliberal ethos of seeking competitive advantage in a…
Mainstream teachers’ concerns about inclusive education for children with special educational needs and disability in England under pre‐pandemic conditions
A survey‐based investigation of teachers’ concerns was conducted the following adaptation of Sharma and Desai’s ‘Concerns about Integrated Education (CIE) Scale’ two decades ago. The terminology was adjusted and ‘integrated’ became ‘inclusive’, and ‘Special Educational Needs and / or Disability (SEND)’ replaced ‘disability’ in a novel ‘Concerns about Inclusive Education Scale’. A purposive sample included the public and private education sectors.…
A tension between rationalities
In this paper, the concepts of fabrication, subjectivation and performativity are mobilised in an analysis of varied exclusionary practices in England’s schools with particular reference to “off-rolling”, defined by the national school inspectorate as the illegal removal of a student from a school roll in order to enhance academic performance data. This narrow definition has gained traction over a relatively short period of time, reflecting growi…
Un)just transitions for youth and the disabled? The exclusionary pressures facing science, technology, engineering and mathematics (STEM) education
An immanent postfoundational methodology for researching the violent trans-sections of ableism, classism and sexism
Small things/bigger picture
This conceptual paper seeks to identify resonances between the theorising of Vygotsky and Foucault that can explain how events which may not be perceived to be exclusionary by educators may contribute to school exclusion or the self-exclusion of students through home education. We explore the subjective conditions of actions that deviate from the normative standards enshrined in school behaviour policies, drawing on Vygotsky’s concept of perezhiv…
Exposing the work of the market through the case of Alternative Provision for English school students
Pupils in England who, for some reason, are not able to attend school often find themselves in Alternative Provision (AP). These are special arrangements designed to address their specific needs and help them return to mainstream schooling. AP involves a financial agreement between the provider and the organisation that commissions the provision and thus operates as an explicit form of education market in which educational services are traded dir…
Sociology (15 works) · Pedagogy (11 works) · Political science (11 works) · Law (9 works) · Social science (9 works) · Epistemology (7 works) · Politics (7 works) · Education Discipline and Inequality (6 works) · Psychology (6 works) · Gender Studies (5 works)