Staff profile

Anna Llewellyn is an Assistant Professor of Education, whose work sits at the intersection of educational, sociology, and cultural studies. She is primarily concerned with examining discourses of childhood and youth within society and culture, and interrogating how these come to be accepted as the norm. She has a philosophical take on sociology and culture and uses social theory to inform her analysis.

Anna has a strong interest in equality, diversity and inclusion, and uses her research and teaching to support marginalized groups. She has published works on the following topics: LGBTQ+; sexuality; gender; social media; policy; and mathematics education.

Anna is currently deputy director of Education. She convenes the module Constructing Childhood and Youth which draws upon her research activities, and an inter-disciplinary approach to education. She also works on several MA modules, including Critical Perspectives in Education. She supervises numerous dissertation students on the MA Education and BA Education Studies degrees, as well as supervising several doctoral candidates.

Anna is a recipient of an Excellence in Teaching and Learning Award at Durham University.

Anna is a Senior Fellow of the Higher Education Academy.

Completed Supervisions

Becoming a Caring Mental Health Nurse: A Phenomenological study of student mental health nurses narratives, of developing caring during their pre-registration nursing education.

 "Trapped": Gender, Identities and PE.

• 2018: Excellence in Learning and Teaching award Durham University:
• 2000: Editorial Board for European Journal of Education:
• 2000: Senior Fellow of the Higher Education Academy:
• 2000: Peer Reviewer: Journals:

  Gender and Education; Critical Studies in Education; Sex Education; Sexuality Research and Social Policy; Sociologia; Wellbeing Space & Society; London Review of Education; Review of Education; European Journal of Education; Education Inquiry; Teaching and Teacher Education; Journal of Homosexuality; British Journal of Sociology; Educational Studies in Mathematics; Research in Mathematics Education; Journal of Mathematics Teacher Education.

  Grants:

  UKRI: ESRC

  Books:

  Springer, Bloomsbury, Routledge and Fulton

  Conferences:

  AERA; BERA; MES

Authored book

• Llewellyn, A. (2018). Manufacturing the Mathematical Child: A Deconstruction of Dominant Spaces of Production and Governance. Routledge. https://doi.org/10.4324/9781315232294

Chapter in book

• Llewellyn, A. Should ‘teaching for understanding’ be the pinnacle of mathematics education?. In Debates in Mathematics Education. (2nd ed). Taylor and Francis
• Llewellyn, A. (2019). The 'objective truths' of the classroom: Using Foucault and discourse analysis to unpack structuring concepts in science and mathematics education. In D. R. Gruber, & L. C. Olman (Eds.), The Routledge handbook of Language and Science (178-190). Routledge. https://doi.org/10.4324/9781351207836
• Llewellyn, A. (2017). “Thank the Lord for the Internet!”: Identity, social media, and space online. In D. Stevens, & K. Lockney (Eds.), Creative Spaces in Education: Students Places, and Identities in English and the Arts (135-147). Routledge
• Llewellyn, A. (2016). Technologies of (re)production in mathematics education research: Performances of progress. In H. Straehler-Pohl, N. Bohlmann, & A. Pais (Eds.), The disorder of mathematics education : challenging the sociopolitical dimensions of research (153-169). Springer Verlag. https://doi.org/10.1007/978-3-319-34006-7_10
• Llewellyn, A. (2013). Should 'teaching for understanding' be the pinnacle of mathematics education?. In D. Leslie, & H. Mendick (Eds.), Debates in Mathematics Education. Routledge, Oxon
• Llewellyn, A., & Mendick, H. (2011). Does every child count? Quality, equity and mathematics with/in neoliberalism. In B. Atweh, M. Graven, W. Secada, & P. Valero (Eds.), Mapping equity and quality in mathematics education (49-62). Springer: New York

Conference Paper

• Llewellyn, A. (2010). Questioning Understanding. In U. Gellert, E. Jablonka, & C. Morgan (Eds.),

Journal Article

• Llewellyn, A. (2023). “Because I live it.”: LGB teacher identities, as professional, personal, and political. Frontiers in Education, 8, 1-12. https://doi.org/10.3389/feduc.2023.1164413
• Llewellyn, A. (2022). Bursting the ‘childhood bubble’: reframing discourses of LGBTQ+ teachers and their students. Sport, Education and Society, https://doi.org/10.1080/13573322.2022.2106203
• Llewellyn, A. (2022). “A Space Where Queer Is Normalized”: The Online World and Fanfictions as Heterotopias for WLW. Journal of Homosexuality, 69(13), 2348-2369. https://doi.org/10.1080/00918369.2021.1940012
• Raaper, R., Brown, C., & Llewellyn, A. (2022). Student support as social network: Exploring non-traditional student experiences of academic and wellbeing support during the Covid-19 pandemic. Educational Review, 74(3), 402-421. https://doi.org/10.1080/00131911.2021.1965960
• Llewellyn, A., & Reynolds, K. (2020). Within and between heteronormativity and diversity: narratives of LGB teachers and coming and being out in schools. Sex Education: Sexuality, Society and Learning, 21(1), 13-26. https://doi.org/10.1080/14681811.2020.1749040
• Metcalfe, S. N., & Llewellyn, A. (2020). "It's just the thing you do": Physical and digital fields and the flow of capitals for young people's gendered identity negotiation. Journal of Adolescent Research, 35(1), 84-110. https://doi.org/10.1177/0743558419883359
• Llewellyn, A. (2016). Problematising the pursuit of progress in mathematics education. Educational Studies in Mathematics, 92(3), 299-314. https://doi.org/10.1007/s10649-015-9645-8
• Wall, K., Burns, H., & Llewellyn, A. (2015). Mind the Gap: an exploratory investigation of a family learning initiative to develop metacognitive awareness. Journal of Early Childhood Research, 15(2), 115-129. https://doi.org/10.1177/1476718x15579744
• Llewellyn, A. (2012). Unpacking understanding: the (re)search for the Holy Grail of mathematics education. Educational Studies in Mathematics, 81(3), 385-399
• Llewellyn, A. (2009). 'Gender games': a post-structural exploration of the prospective teacher, mathematics and identity. Journal of Mathematics Teacher Education, 12(6), 411-426

Other (Print)

• Llewellyn, A. (in press). Probing Power and Spaces Within Online Interviews: LGBTQ+ Teachers and Being In- and Excluded in Schools

Report

• Llewellyn, A. (2022). Everyday, Embedded & Embraced: LGBTQ+ teachers' perspectives on LGBTQ+ inclusion in schools. Schools Report. [No known commissioning body]