Dr Anna Llewellyn
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 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 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.
School of Education
- LGBTQ+ Teachers and Changing Curriculums
- Mind the Gap: Evaluation
- Mind the Gap: Research and Development
- 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, Anna (2019). The 'objective truths' of the classroom: Using Foucault and discourse analysis to unpack structuring concepts in science and mathematics education. In The Routledge handbook of Language and Science. Gruber, David, R. & Olman, Lynda, C. Routledge. 178-190.
- 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.
- 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.
- Metcalfe, Sarah N & Llewellyn, Anna (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.
- Llewellyn, Anna & Reynolds, Katie (2020). Within and between heteronormativity and diversity: narratives of LGB teachers and coming and being out in schools. Sex Education
- 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.