Dr Anna Llewellyn
Anna Llewellyn is currently programme director for the Education Studies undergraduate programme, where she is able to combine her passions of inspiring students and the academic pursuit of education. She convenes the modules Constructing Childhood and Youth, and Educational Research Methods, which very much draw upon her doctoral studies, research activities, and an inter-disciplinary approach to education.
She also works on several MA modules, including the social theory informed Critical Perspectives in Education. She supervises many dissertation students on the MA Education degree, and the Education Studies undergraduate degree. Moreover, she supervises EdD and PhD students.
Anna also has a strong interest in equality and diversity. She runs an LGBTQ+ group for student-teachers at Durham, and often contributes to 'preventing prejudice' workshops and seminars. She has previously run the mathematics strand of the PGCE programme, and has also taught in secondary schools.
Anna is primarily interested in how ways of being and knowing come to be accepted as the 'truth', rather than as cultural, social and political productions. Hence, her research interests are in the areas of: discourses, normalisation, mathematics, childhood, gender, and policy. She has a philosophical take on sociology and is primarily interested in social theory to inform analysis. Anna's doctoral thesis is entitled, Troubling the mathematical child, and is based around unpacking 'truths' of the mathematics classroom.
Chapter in book
- 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.
- 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.
- Llewellyn, A. (2016). Problematising the pursuit of progress in mathematics education. Educational Studies in Mathematics 92(3): 299-314.
- 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.
- 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.