How to queerly disrupt the academy?
(2024)
Journal Article
Llewellyn, A. (online). How to queerly disrupt the academy?. Organization, https://doi.org/10.1177/13505084241249418
Outputs (21)
“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.2023.1164413Whilst 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.
Everyday, Embedded & Embraced: LGBTQ+ teachers' perspectives on LGBTQ+ inclusion in schools. Schools Report (2022)
Report
Llewellyn, A. (2022). Everyday, Embedded & Embraced: LGBTQ+ teachers' perspectives on LGBTQ+ inclusion in schools. Schools Report. [No known commissioning body]
Bursting the ‘childhood bubble’: reframing discourses of LGBTQ+ teachers and their students (2022)
Journal Article
Llewellyn, A. (2022). Bursting the ‘childhood bubble’: reframing discourses of LGBTQ+ teachers and their students. Sport, Education and Society, https://doi.org/10.1080/13573322.2022.2106203LGBTQ+ 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.
Probing Power and Spaces Within Online Interviews: LGBTQ+ Teachers and Being In- and Excluded in Schools (2022)
Other
Llewellyn, A. (online). Probing Power and Spaces Within Online Interviews: LGBTQ+ Teachers and Being In- and Excluded in Schools
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/10.1080/00131911.2021.1965960The 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/10.1080/00918369.2021.1940012In 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/10.1080/14681811.2020.1749040Many 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.
The 'objective truths' of the classroom: Using Foucault and discourse analysis to unpack structuring concepts in science and mathematics education (2019)
Book Chapter
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
"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/10.1177/0743558419883359This 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.
Manufacturing the Mathematical Child: A Deconstruction of Dominant Spaces of Production and Governance (2018)
Book
Llewellyn, A. (2018). Manufacturing the Mathematical Child: A Deconstruction of Dominant Spaces of Production and Governance. Routledge. https://doi.org/10.4324/9781315232294
“Thank the Lord for the Internet!”: Identity, social media, and space online (2017)
Book Chapter
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
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_10In 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/s10649-015-9645-8In 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/10.1177/1476718x15579744Mind 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.
Should 'teaching for understanding' be the pinnacle of mathematics education? (2013)
Book Chapter
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
Unpacking understanding: the (re)search for the Holy Grail of mathematics education. (2012)
Journal Article
Llewellyn, A. (2012). Unpacking understanding: the (re)search for the Holy Grail of mathematics education. Educational Studies in Mathematics, 81(3), 385-399
Does every child count? Quality, equity and mathematics with/in neoliberalism. (2011)
Book Chapter
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
Questioning Understanding. (2010)
Presentation / Conference Contribution
Llewellyn, A. (2010). Questioning Understanding. In U. Gellert, E. Jablonka, & C. Morgan (Eds.),
'Gender games': a post-structural exploration of the prospective teacher, mathematics and identity. (2009)
Journal Article
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
Should ‘teaching for understanding’ be the pinnacle of mathematics education?
Book Chapter
Llewellyn, A. Should ‘teaching for understanding’ be the pinnacle of mathematics education?. In Debates in Mathematics Education. (2nd ed). Taylor and Francis