Staff profile

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 deputy director of Education. 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.

Completed Supervisions

Becoming a Caring Mental Health Nurse: A Phenomenological study of student mental health nurses narratives, of developing caring during their pre-registration nursing education.

 "Trapped": Gender, Identities and PE.

• Higher and Further Education

• LGBTQ+ Teachers and Changing Curriculums
• 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.

Chapter in book

• Llewellyn, A. (2020). Should ‘teaching for understanding’ be the pinnacle of mathematics education? In Debates in Mathematics Education. Taylor & Francis.
• 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.

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.

Journal Article

• Llewellyn, Anna (2022). Bursting the ‘childhood bubble’ reframing discourses of LGBTQ+ teachers and their students. Sport, Education and Society
• 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.
• Llewellyn, Anna (2022). “A Space Where Queer Is Normalized” The Online World and Fanfictions as Heterotopias for WLW. Journal of Homosexuality 69(13): 2348-2369.
• Llewellyn, Anna & Reynolds, Katie (2020). Within and between heteronormativity and diversity: narratives of LGB teachers and coming and being out in schools. Sex Education 21(1): 13-26.
• 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.
• 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.

Other (Print)

• Llewellyn, Anna (2022). Probing Power and Spaces Within Online Interviews: LGBTQ+ Teachers and Being In- and Excluded in Schools.

Report

• Llewellyn, A. (2022). Everyday, Embedded & Embraced: LGBTQ+ teachers' perspectives on LGBTQ+ inclusion in schools. Schools Report.