ECR Spotlight: Towards an Ethics of Resistance

ECR Network session for early career researchers in the Faculty of Arts, Humanities and Business
Resisting (IN)EXCLUSION - ECR Spotlight

  • Room 116, Rolle Building

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This session is particularly relevant to all academic and research staff in the Faculty of Arts, Humanities and Business who self-identify as an early career researcher, and all late-stage PhD students as 'ECRs in transition' to inform their postdoctoral career planning. Other staff are most welcome to attend.
Helen Knowler (University College London) and Elizabeth Done (University of Plymouth) discuss the ethical dimensions of their research to date into exclusionary practices in education, briefly describing the procedural and relational issues, and highlighting the ethico-political dimension, which they frame as an ethics of resistance.
This session will cover:
• Context – the studies in question
• Procedural ethics
• Relational ethics
• An ethics of resistance
• Managing ethical dilemmas.
SESSION PLAN (times are approximate)
13:00 – Refreshments available (teas, coffee and biscuits, socialising)
13:15 – Welcome: Kayla Parker (Introduction to the session)
13:20 – Presentation by Elizabeth Done and Helen Knowler
13:50 – Q&A discussion chaired by Kayla Parker
14:15 – Session ends (informal discussion and socialising continues to 14:30)

Register your place on Eventbrite

Please kayla.parker@plymouth.ac.uk for any queries.
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Helen Knowler is an Associate Professor in the Arena Centre for Research Based Education at University College London (UCL), leading the Eugenics Legacy Education Project (ELEP) and engaging in cross-faculty collaboration around how UCL’s eugenics history and resources can be incorporated into different disciplinary contexts and how to teach this ‘difficult knowledge’.
Helen’s teaching expertise and research interests are closely aligned to Inclusive Education. Her interests include the role of educators in developing reparative approaches to teaching in the context of institutional legacies and histories of harm. A former primary school teacher working in the field of SEMH needs, and Advisory Teacher for a Local Authority supporting schools to prevent permanent exclusions from school, Helen has worked in higher education since 2006, including at the universities of Plymouth, Bristol and Exeter.
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 a postgraduate programme and supervises inclusion-related doctoral research.
Elizabeth has published widely on inclusion-related issues from a poststructuralist perspective and on posthumanist (re)theorising of pedagogic practices. She has co-edited a Palgrave-Springer text, International Perspectives on Exclusionary Pressures in Education, and edited a sequel, Theorising Exclusionary Pressures in Education. Elizabeth’s collaborative research concerns stakeholder perspectives on exclusionary practices in schools. She is a member of the ESRC Peer Review College and reviews for several high-profile international journals.
 

Publications

  1. International Perspectives on Exclusionary Pressures in Education, Elizabeth J. Done & Helen Knowler (eds.)
  2. Done, E.J. & Knowler, H. (2021) ‘Off-rolling’ and the art of visibility / invisibility: exploring senior leaders’ views of ‘strategic’ school exclusion in England. British Education Research Journal.
  3. Done, E.J., Knowler, H. & Armstrong, D. (2021) ‘Grey’ exclusions matter: Mapping illegal exclusionary practices and the implications for children with Special Educational Needs and Disabilities in England and Australia. Journal of Research on Special Educational Needs.
  4. Done, E.J. & Knowler, H. (2020a) Painful invisibilities: Roll management or ‘off-rolling’ and professional identity. British Education Research Journal. 46(3): 516–531.
  5. Done, E.J. & Knowler, H. (2020b) A tension between rationalities: Off-rolling as gaming and the implications for head teachers and the inclusion agenda. Educational Review, 74 (7), 1322–1341.
 

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