Staff profile

Anna Llewellyn is an Assistant Professor of Education, whose work sits within educational, sociology, and cultural studies. She is primarily concerned with equity, diversity and inclusion, and utilises research, teaching and administrative roles to work towards equity and social justice within the education system.

Her current research is focused on LGBTQ+ teachers within schools. Whilst her forthcoming British Academy funded research is centred around LGBTQ+ student support at universities.

More broadly, she has published works on the following topics: LGBTQ+; sexuality; gender; childhood and youth; social media; policy; and mathematics education. All of which centre around how people are included, or not, within social systems and structures. She has a philosophical take on sociology and culture and uses social theory to inform her analysis.

Anna is currently Director of Equality, Diversity and Inclusion (EDI) for the School of Education. She convenes the module Constructing Childhood and Youth which draws upon her research activities, and an inter-disciplinary approach to education. She often works on several MA modules, including Critical Perspectives in Education. She has supervised numerous dissertation students on the MA Education and BA Education Studies degree programmes, as well as supervising several doctoral candidates.

Anna has supported EDI provision in schools.

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.

• 2018: Excellence in Learning and Teaching award Durham University:
• 2000: Editorial Board for European Journal of Education:
• 2000: Senior Fellow of the Higher Education Academy:
• 2000: Peer Reviewer: Journals:

  Gender and Education; Critical Studies in Education; Sex Education; Sexuality Research and Social Policy; Sociologia; Wellbeing Space & Society; London Review of Education; Review of Education; European Journal of Education; Education Inquiry; Teaching and Teacher Education; Journal of Homosexuality; British Journal of Sociology; Educational Studies in Mathematics; Research in Mathematics Education; Journal of Mathematics Teacher Education.

  Grants:

  UKRI: ESRC

  Books:

  Springer, Bloomsbury, Routledge and Fulton

  Conferences:

  AERA; BERA; MES

Authored book

• Llewellyn, A. (2018). Manufacturing the Mathematical Child: A Deconstruction of Dominant Spaces of Production and Governance. Routledge. https://doi.org/10.4324/9781315232294

Book review

• Llewellyn, A. (online). How to queerly disrupt the academy?. Organization, https://doi.org/10.1177/13505084241249418

Chapter in book

• Llewellyn, A. Should ‘teaching for understanding’ be the pinnacle of mathematics education?. In Debates in Mathematics Education. (2nd ed). Taylor and Francis
• 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
• 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
• 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
• 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
• 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

Conference Paper

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

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
• 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
• 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
• 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
• 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
• 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
• 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
• 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
• 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
• 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, A. (online). 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. [No known commissioning body]