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Durham University

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Staff Profile

Dr Anna Llewellyn

Assistant Professor in the School of Education
Telephone: +44 (0) 191 33 48378

Contact Dr Anna Llewellyn (email at


Anna Llewellyn is an Assistant Professor of Education, whose work sits at the intersection of educational, sociology, and cultural studies. She is primary concerned with examining constructions 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 to support marginalized groups. Other research areas include: discourses, normalisation, childhood, youth, gender and sexuality, policy, mathematics education, feminist and qualitative research.

Anna is currently programme director for the Education Studies undergraduate programme. 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 Education Studies degrees, as well as supervising doctoral candidates.

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

Anna is a Fellow of the Higher Education Academy.

Research Projects

School of Education

  • Mind the Gap: Evaluation
  • Mind the Gap: Research and Development


Authored book

  • Llewellyn,A. (2018). Manufacturing the Mathematical Child: A Deconstruction of Dominant Spaces of Production and Governance. Routledge: Taylor and Francis Group.

Chapter in book

  • Llewellyn,A. (2017). “Thank the Lord for the Internet!” Identity, social media, and space online. In Creative Spaces in Education: Students Places, and Identities in English and the Arts. Stevens,D. & Lockney,K. Routledge. 135-147.
  • Llewellyn, A. (2016). Technologies of (re)production in mathematics education research: Performances of progress. In The Disorder of Mathematics Education: Challenging the Sociopolitical Dimensions of Research. Straehler-Pohl, H., Bohlmann, N. & Pais, A. Cham, Switzerland: Springer. 153-169.
  • Llewellyn, A. (2013). Should 'teaching for understanding' be the pinnacle of mathematics education? In Debates in Mathematics Education. Leslie, D. & Mendick, H. Routledge: Oxon.
  • Llewellyn, A. & Mendick, H. (2011). Does every child count? Quality, equity and mathematics with/in neoliberalism. In Mapping equity and quality in mathematics education. Atweh, B., Graven, M., Secada, W. & Valero, P. Springer: New York. 49-62.

Journal Article

  • Wall, K., Burns, H. & Llewellyn, A. (2017). Mind the Gap: an exploratory investigation of a family learning initiative to develop metacognitive awareness. Journal of Early Childhood Research 15(2): 115-129.
  • Llewellyn, A. (2016). Problematising the pursuit of progress in mathematics education. Educational Studies in Mathematics 92(3): 299-314.
  • 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.

Conference Paper

  • Llewellyn, A. (2010), Questioning Understanding, in Gellert, U., Jablonka, E. & Morgan, C. eds, Sixth International Mathematics Education and Society Conference. Berlin, Germany, Berlin, 348 - 358.