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Dr Anna Llewellyn's Outputs (22)

‘Sir, if I let you blow me, will you not put a behaviour point on?’ The working-class, gay teacher and the limits of neoliberal inclusion (2024)
Journal Article
Llewellyn, A. (online). ‘Sir, if I let you blow me, will you not put a behaviour point on?’ The working-class, gay teacher and the limits of neoliberal inclusion. Education, Citizenship and Social Justice, https://doi.org/10.1177/17461979241290159

This study examines social-class and sexuality in the context of being a teacher in a secondary school in England. It is pertinent as some levels of LGBT inclusion, are currently expected in English schools, however this varies within and across scho... Read More about ‘Sir, if I let you blow me, will you not put a behaviour point on?’ The working-class, gay teacher and the limits of neoliberal inclusion.

“Because I live it.”: LGB teacher identities, as professional, personal, and political (2023)
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

Whilst protected by equality laws, lesbian gay and bisexual (LGB) teachers have varying experiences within United Kingdom schools. Schools are predominantly heteronormative, moreover LGB has been positioned as in conflict with discourses of childhood... Read More about “Because I live it.”: LGB teacher identities, as professional, personal, and political.

Bursting the ‘childhood bubble’: reframing discourses of LGBTQ+ teachers and their students (2022)
Journal Article
Llewellyn, A. (2024). Bursting the ‘childhood bubble’: reframing discourses of LGBTQ+ teachers and their students. Sport, Education and Society, 29(5), 622-635. https://doi.org/10.1080/13573322.2022.2106203

LGBTQ+ teachers have been noted to struggle with conflicting professional and personal subjectivities within schools, which are sites of (re)production of heteronormativity. This clash relies upon positioning LGBTQ+ as an adult activity in opposition... Read More about Bursting the ‘childhood bubble’: reframing discourses of LGBTQ+ teachers and their students.

Student support as social network: Exploring non-traditional student experiences of academic and wellbeing support during the Covid-19 pandemic (2021)
Journal Article
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

The Covid-19 pandemic has caused a global crisis in higher education, affecting all aspects of university work and practices. This article focuses on student experiences in particular by problematising academic and wellbeing support available to non-... Read More about Student support as social network: Exploring non-traditional student experiences of academic and wellbeing support during the Covid-19 pandemic.

“A Space Where Queer Is Normalized”: The Online World and Fanfictions as Heterotopias for WLW (2021)
Journal Article
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

In the current society, the online and fictional worlds are important spaces for both the identity construction and wellbeing of LGBTQ people. Connecting these spaces are fandoms (and fanfictions), which can operate as places of resistance for margin... Read More about “A Space Where Queer Is Normalized”: The Online World and Fanfictions as Heterotopias for WLW.

Within and between heteronormativity and diversity: narratives of LGB teachers and coming and being out in schools (2020)
Journal Article
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

Many schools are taking action to become inclusive of gender and sexual diversity, however, lesbian, gay, bisexual, transgender and queer teachers (LGBTQ) continue to exist at the margins of both schools and research. This study reports on interviews... Read More about Within and between heteronormativity and diversity: narratives of LGB teachers and coming and being out in schools.

"It's just the thing you do": Physical and digital fields and the flow of capitals for young people's gendered identity negotiation (2019)
Journal Article
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

This article examines young people’s negotiation of their identities in relation to gender. We explore this through two important sites for young people – physical relationships in the school environment, and mainstream social media sites (e.g. Insta... Read More about "It's just the thing you do": Physical and digital fields and the flow of capitals for young people's gendered identity negotiation.

Technologies of (re)production in mathematics education research: Performances of progress (2016)
Book Chapter
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

In this chapter, I use Foucauldian theory to consider and critique the role of technologies of power, surveillance and governmentality within mathematics education research. I argue this deconstruction is pertinent within our current neoliberal, mark... Read More about Technologies of (re)production in mathematics education research: Performances of progress.

Problematising the pursuit of progress in mathematics education (2015)
Journal Article
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

In this article, I use a Foucauldian poststructural analysis to examine productions of progress within key discursive spaces of mathematics education. These sites of production are educational policy, mathematics education research and case studies o... Read More about Problematising the pursuit of progress in mathematics education.

Mind the Gap: an exploratory investigation of a family learning initiative to develop metacognitive awareness (2015)
Journal Article
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

Mind the Gap is a family learning project aiming to facilitate intergenerational engagement with learning in schools through the vehicle of a stop-motion animation project.1 Implicit in the animation process is reflective and strategic thinking that... Read More about Mind the Gap: an exploratory investigation of a family learning initiative to develop metacognitive awareness.

Questioning Understanding. (2010)
Presentation / Conference Contribution
Llewellyn, A. (2010, December). Questioning Understanding. Presented at Sixth International Mathematics Education and Society Conference, Berlin, Germany