Anna Llewellyn
Datos Biográficos
| ID | 1257948 |
|---|---|
| NOMBRE | Anna Llewellyn |
| NOMBRES | Anna |
| APELLIDO | Llewellyn |
| FIRMA | LLEWELLYN A |
| AFILIACIONES | Durham University |
| ORCID | 0000-0002-1292-1064 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 7 |
| TOTAL DE CITAS | 12 |
| OBRAS COMO AUTOR | 7 |
| OBRAS COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2015 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2023 |
| ÍNDICE H | 3 |
“Because I live it.”
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 innocence. However, recently there is more expectation of inclusion of diverse gender and sexualities. Although how this is enacted is inconsistent within and between schools. By drawing on interview…
Student support as social network
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-traditional students. The article proposes an original approach to student support as comprising social networks that are dynamic, reciprocal and involving a variety of formal/informal actors. We draw…
Bursting the ‘childhood bubble’
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 to discourses of childhood, which are framed around protection and innocence. This research, however, took place at a time of potential change, with aspects of LGBTQ+ inclusion being present within U…
A Space Where Queer Is Normalized
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 marginalized groups. Through the collection of survey data completed by 79 women loving women (WLW), this study therefore asks, in what ways does the online world, particularly in relation to fandoms, open …
Within and between heteronormativity and diversity
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 with a group of self-identifying LGB teachers in England. Subsequent thematic analysis examined the subject positions that are available, particularly around being ‘out’ (or not) in school. Findings …
It’s Just the Thing You Do”
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., Instagram and Facebook)—with the suggestion that social media is an important site for young people that permits discursive and identity exploration. Specifically, we use a Bourdieusian framework to examine …
Mind the Gap
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 helps to make the process of learning explicit (Learning to Learn: Wall et al.). The animation project takes place in school and targets Year 4 children (aged 8 and 9 years old) and their dads/male g…
Bursting the ‘childhood bubble’
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 to discourses of childhood, which are framed around protection and innocence. This research, however, took place at a time of potential change, with aspects of LGBTQ+ inclusion being present within U…
A Space Where Queer Is Normalized
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 marginalized groups. Through the collection of survey data completed by 79 women loving women (WLW), this study therefore asks, in what ways does the online world, particularly in relation to fandoms, open …
It’s Just the Thing You Do”
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., Instagram and Facebook)—with the suggestion that social media is an important site for young people that permits discursive and identity exploration. Specifically, we use a Bourdieusian framework to examine …
Mind the Gap
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 helps to make the process of learning explicit (Learning to Learn: Wall et al.). The animation project takes place in school and targets Year 4 children (aged 8 and 9 years old) and their dads/male g…
It’s Just the Thing You Do”
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., Instagram and Facebook)—with the suggestion that social media is an important site for young people that permits discursive and identity exploration. Specifically, we use a Bourdieusian framework to examine …
Within and between heteronormativity and diversity
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 with a group of self-identifying LGB teachers in England. Subsequent thematic analysis examined the subject positions that are available, particularly around being ‘out’ (or not) in school. Findings …
Student support as social network
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-traditional students. The article proposes an original approach to student support as comprising social networks that are dynamic, reciprocal and involving a variety of formal/informal actors. We draw…
Bursting the ‘childhood bubble’
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 to discourses of childhood, which are framed around protection and innocence. This research, however, took place at a time of potential change, with aspects of LGBTQ+ inclusion being present within U…
A Space Where Queer Is Normalized
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 marginalized groups. Through the collection of survey data completed by 79 women loving women (WLW), this study therefore asks, in what ways does the online world, particularly in relation to fandoms, open …
“Because I live it.”
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 innocence. However, recently there is more expectation of inclusion of diverse gender and sexualities. Although how this is enacted is inconsistent within and between schools. By drawing on interview…
Psychology (7 obras) · Social Psychology (6 obras) · Sociology (6 obras) · Gender Studies (5 obras) · Political science (5 obras) · Pedagogy (4 obras) · Queer (4 obras) · Social Psychology (4 obras) · Gender Roles and Identity Studies (3 obras) · Gender Studies (3 obras)