Gabrielle Ivinson
Biographic Data
| ID | 119184 |
|---|---|
| NAME | Gabrielle Ivinson |
| GIVEN NAMES | Gabrielle |
| FAMILY NAME | Ivinson |
| SIGNATURE | IVINSON G |
| AFFILIATIONS | Manchester Metropolitan University |
| ORCID | 0000-0002-5552-9601 |
| VERIFIED | Yes |
| TOTAL WORKS | 22 |
| TOTAL CITATIONS | 260 |
| AUTHOR COUNT | 22 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 8 |
Poverty as atmosphere
This conceptual paper rethinks challenging behaviours relate to poverty enacted by young people in educational settings. We theorise poverty through Deleuze and Guattari's immanent philosophy and specifically their schizoanalysis, and concepts of the Body-without-Ogans (BwO) (full, empty and cancerous). Accordingly, poverty is viewed as a productive atmosphere of accumulative affects related to everyday experiences of scarcity of food, care, warm…
Emplaced activism
Cultures that recognise the many forces and memories held in landscape can make important contributions to climate emergency. We argue there is another group which has knowledge to call upon; young people growing up in post-industrial places. In this paper, we draw on over 10 years of research with young people to speculate about the potential of outsider knowledge as the basis for emplaced activism as an original and significantly new approach t…
Posthuman co-production
Purpose This paper introduces the concept of posthuman co-production. It explores how processual and relational onto-epistemologies inform an artful, response-able (Barad 2007) feminist new materialist praxis that decentres the human and re-centres matter. Design/methodology/approach Posthuman co-production gives prominence to crafting “dartaphacts” (Renold, 2018); creative research artefacts, carrying “what matters” and enacting change that can …
What More Do Bodies Know? Moving with the Gendered Affects of Place
This article focuses on what bodies know yet which cannot be expressed verbally. We started with a problem encountered during conventional interviewing in an ex-mining community in south Wales when some teen girls struggled to speak. This led us to focus on the body, corporeality and movement in improvisational dance workshops. By slowing down and speeding up video footage from the workshops, we notice movement patterns and speculate about how tr…
Anticipating the more-than
Inspired by speculative, post-qualitative research practices, this paper is framed within new feminist materialist ontologies of immanence to explore anticipation as the potentialities of the virtual, a prehension (Manning 2013) that can be glimpsed in bodies, movements and artful processes of creation. These ‘prehensive’ potentialities are explored with an arts-based praxis, developed over many years, with young people living in an ex-mining com…
Light, connectivity and place
This article reports on a study of how young people in a post-industrial UK town reflect on their sense of health, place and identity. Drawing on 56 qualitative interviews with 14-15 year olds, we explore how young people negotiate public space and how public lighting and darkness affect interactions with their surroundings. The young people provide an insight into how dark places ignite strong feelings of anxiety and danger, deeply fuelled by th…
Place, perspective and the politics of knowledge
Marilia Carvalho's Viewpoint (2014, Gender and Education 26 (2)) raised valuable questions about how academic journals respond to the geopolitics of knowledge production and the place, contexts and
Inequality, poverty, education
Horse-girl assemblages
The paper works with queer and feminist post-human materialist scholarship to understand the way young teen valleys' girls experienced ubiquitous feelings of fear, risk, vulnerability and violence. Longitudinal ethnographic research of girls (aged 12-15) living in an ex-mining semi-rural community suggests how girls are negotiating complex gendered and sexual mores of valleys' life. We draw on Deleuze and Guatarri's concept of 'becomings' emergin…
Subjectivity, affect and place
This article explores how subjectivities are affectively tied to the histories of space, place and time through ethnographic research on young people’s everyday lives in a semi-rural post-industrial locale. Drawing on a longitudinal case study of one teenage girl’s inventive practices, we capture moments in time that we arrange as ‘enunciating assemblages’ (Guattari, 2006) to explore how conscious and unconscious affective relations repeat and ru…
Valleys' girls
This paper draws on materialist feminist theories to rethink relationships between girls' bodies and agency. New feminist onto-epistemologies redefine agency as ‘becomings’ that dynamically emerge through assemblages comprising moving bodies, material, mechanical, organic, virtual, affective and less-than-conscious elements. Vignettes from a multi-modal, ethnographic study conducted over three years are used to demonstrate how place influenced yo…
Material feminisms
The radical shifts occurring across the social sciences make this an exciting time for educational research. New material feminisms, post-humanism, actor network theory, complexity theory, science
Skills in motion
During an ethnographic research project exploring young people's perceptions of living in a post-industrial semi-rural place, boys aged 13/14 years revealed their semi-clandestine motorbiking activities across mountains trails. It was found that riding motorbikes and fixing engines were potential resources for young boys' transitions into adult working-class masculinity and sources of competence, pride and enjoyment that mimetically referenced th…
The body and pedagogy
Following the corporeal turn in social theory, this paper explores how the body is implicated in pedagogic practice and leaning. Focusing on the body has usually been recognised as part of the regulative rather than instructional discourse in schools. Work has begun to redress the mind–body imbalance through the ‘corporeal device’ developed from Bernstein’s ‘pedagogic device’, the fundamental relay through which social inequalities are reproduced…
Girls in primary school science classrooms
The paper explores the ways girls appropriate gender through actions, gesture and talk to achieve things in primary school science classrooms. It draws on sociocultural approaches to show that when everyday classroom practices are viewed from multiple planes of analysis, historical, institutional and in the micro dynamics of classroom interaction, gender comes into view in a variety of ways and not only via dominant discourses. Focused observatio…
Marxism against postmodernism in educational theory, edited by Dave Hill, Peter McLaren, Mike Cole and Glenn Rikowski
Pedagogic discourse and sex education
This paper elaborates possibilities and limitations for sex education in schools by mapping the consequence of introducing the topic ‘sex’ within a range of scientific and informal discursive settings. The organising and regulating structures of the school maintain the boundaries between common‐sense and scientific discourses. Bernstein made a distinction between vertical discourse and horizontal discourses. Vertical discourses characterise scien…
Classroom structuration and the development of social representations of the curriculum
The study drew on Bernstein's theory and Moscovici's theory of Social Representations to investigate how children in classrooms with different types of structuration developed social representation of the curriculum. Comparable case studies were carried out in schools chosen to reflect three types of pedagogy according to Bernstein's typology. Twelve classrooms took part and ethnographic investigations were employed to compile a typology of recog…
The Use of Symbolic Resources in Developmental Transitions
This paper introduces the idea of symbolic resources as the use of cultural elements to mediate the representational work occasioned by ruptures or discontinuities in the smooth experience of ordinary life, moments when the 'taken-for-granted' meanings cease to be taken for granted. In particular we are concerned with the use of symbolic resources in moments of developmental transitions, that is, the mobilization of symbolic elements ranging from…
Feminist Scholarship in Education
The Realities of Teachers' Work: never a dull moment : Sandra Acker The Feminist Teacher Anthology: pedagogies and classroom strategies : Gail Cohee, Elizabeth Daumer, Theresa Kemp, Paula Krebs, Sue Lafky & Sandra Runzo, Foreword by Bernice Sandler Power Plays: primary school children's constructions of gender, power and adult work Becky Francis
Changing Femininity, Changing Concepts of Citizenship in Public and Private Spheres
This article reports on an EU-funded project conducted in Greece, Portugal, England and Wales. Data were collected from male and female student teachers using surveys, interviews and focus groups. The project investigated their understanding of citizenship and the role of men and women in public and private life. Pateman's (1988) concept of a sexual contractwas used to discover how student teachers understood changing relations between men and wo…
Children and their Curriculum
Material feminisms
The radical shifts occurring across the social sciences make this an exciting time for educational research. New material feminisms, post-humanism, actor network theory, complexity theory, science
The Use of Symbolic Resources in Developmental Transitions
This paper introduces the idea of symbolic resources as the use of cultural elements to mediate the representational work occasioned by ruptures or discontinuities in the smooth experience of ordinary life, moments when the 'taken-for-granted' meanings cease to be taken for granted. In particular we are concerned with the use of symbolic resources in moments of developmental transitions, that is, the mobilization of symbolic elements ranging from…
Horse-girl assemblages
The paper works with queer and feminist post-human materialist scholarship to understand the way young teen valleys' girls experienced ubiquitous feelings of fear, risk, vulnerability and violence. Longitudinal ethnographic research of girls (aged 12-15) living in an ex-mining semi-rural community suggests how girls are negotiating complex gendered and sexual mores of valleys' life. We draw on Deleuze and Guatarri's concept of 'becomings' emergin…
Anticipating the more-than
Inspired by speculative, post-qualitative research practices, this paper is framed within new feminist materialist ontologies of immanence to explore anticipation as the potentialities of the virtual, a prehension (Manning 2013) that can be glimpsed in bodies, movements and artful processes of creation. These ‘prehensive’ potentialities are explored with an arts-based praxis, developed over many years, with young people living in an ex-mining com…
Valleys' girls
This paper draws on materialist feminist theories to rethink relationships between girls' bodies and agency. New feminist onto-epistemologies redefine agency as ‘becomings’ that dynamically emerge through assemblages comprising moving bodies, material, mechanical, organic, virtual, affective and less-than-conscious elements. Vignettes from a multi-modal, ethnographic study conducted over three years are used to demonstrate how place influenced yo…
Posthuman co-production
Purpose This paper introduces the concept of posthuman co-production. It explores how processual and relational onto-epistemologies inform an artful, response-able (Barad 2007) feminist new materialist praxis that decentres the human and re-centres matter. Design/methodology/approach Posthuman co-production gives prominence to crafting “dartaphacts” (Renold, 2018); creative research artefacts, carrying “what matters” and enacting change that can …
What More Do Bodies Know? Moving with the Gendered Affects of Place
This article focuses on what bodies know yet which cannot be expressed verbally. We started with a problem encountered during conventional interviewing in an ex-mining community in south Wales when some teen girls struggled to speak. This led us to focus on the body, corporeality and movement in improvisational dance workshops. By slowing down and speeding up video footage from the workshops, we notice movement patterns and speculate about how tr…
The body and pedagogy
Following the corporeal turn in social theory, this paper explores how the body is implicated in pedagogic practice and leaning. Focusing on the body has usually been recognised as part of the regulative rather than instructional discourse in schools. Work has begun to redress the mind–body imbalance through the ‘corporeal device’ developed from Bernstein’s ‘pedagogic device’, the fundamental relay through which social inequalities are reproduced…
Changing Femininity, Changing Concepts of Citizenship in Public and Private Spheres
This article reports on an EU-funded project conducted in Greece, Portugal, England and Wales. Data were collected from male and female student teachers using surveys, interviews and focus groups. The project investigated their understanding of citizenship and the role of men and women in public and private life. Pateman's (1988) concept of a sexual contractwas used to discover how student teachers understood changing relations between men and wo…
Children and their Curriculum
Classroom structuration and the development of social representations of the curriculum
The study drew on Bernstein's theory and Moscovici's theory of Social Representations to investigate how children in classrooms with different types of structuration developed social representation of the curriculum. Comparable case studies were carried out in schools chosen to reflect three types of pedagogy according to Bernstein's typology. Twelve classrooms took part and ethnographic investigations were employed to compile a typology of recog…
Light, connectivity and place
This article reports on a study of how young people in a post-industrial UK town reflect on their sense of health, place and identity. Drawing on 56 qualitative interviews with 14-15 year olds, we explore how young people negotiate public space and how public lighting and darkness affect interactions with their surroundings. The young people provide an insight into how dark places ignite strong feelings of anxiety and danger, deeply fuelled by th…
Skills in motion
During an ethnographic research project exploring young people's perceptions of living in a post-industrial semi-rural place, boys aged 13/14 years revealed their semi-clandestine motorbiking activities across mountains trails. It was found that riding motorbikes and fixing engines were potential resources for young boys' transitions into adult working-class masculinity and sources of competence, pride and enjoyment that mimetically referenced th…
Girls in primary school science classrooms
The paper explores the ways girls appropriate gender through actions, gesture and talk to achieve things in primary school science classrooms. It draws on sociocultural approaches to show that when everyday classroom practices are viewed from multiple planes of analysis, historical, institutional and in the micro dynamics of classroom interaction, gender comes into view in a variety of ways and not only via dominant discourses. Focused observatio…
Children and their Curriculum
Changing Femininity, Changing Concepts of Citizenship in Public and Private Spheres
This article reports on an EU-funded project conducted in Greece, Portugal, England and Wales. Data were collected from male and female student teachers using surveys, interviews and focus groups. The project investigated their understanding of citizenship and the role of men and women in public and private life. Pateman's (1988) concept of a sexual contractwas used to discover how student teachers understood changing relations between men and wo…
Feminist Scholarship in Education
The Realities of Teachers' Work: never a dull moment : Sandra Acker The Feminist Teacher Anthology: pedagogies and classroom strategies : Gail Cohee, Elizabeth Daumer, Theresa Kemp, Paula Krebs, Sue Lafky & Sandra Runzo, Foreword by Bernice Sandler Power Plays: primary school children's constructions of gender, power and adult work Becky Francis
The Use of Symbolic Resources in Developmental Transitions
This paper introduces the idea of symbolic resources as the use of cultural elements to mediate the representational work occasioned by ruptures or discontinuities in the smooth experience of ordinary life, moments when the 'taken-for-granted' meanings cease to be taken for granted. In particular we are concerned with the use of symbolic resources in moments of developmental transitions, that is, the mobilization of symbolic elements ranging from…
Classroom structuration and the development of social representations of the curriculum
The study drew on Bernstein's theory and Moscovici's theory of Social Representations to investigate how children in classrooms with different types of structuration developed social representation of the curriculum. Comparable case studies were carried out in schools chosen to reflect three types of pedagogy according to Bernstein's typology. Twelve classrooms took part and ethnographic investigations were employed to compile a typology of recog…
Pedagogic discourse and sex education
This paper elaborates possibilities and limitations for sex education in schools by mapping the consequence of introducing the topic ‘sex’ within a range of scientific and informal discursive settings. The organising and regulating structures of the school maintain the boundaries between common‐sense and scientific discourses. Bernstein made a distinction between vertical discourse and horizontal discourses. Vertical discourses characterise scien…
Marxism against postmodernism in educational theory, edited by Dave Hill, Peter McLaren, Mike Cole and Glenn Rikowski
Girls in primary school science classrooms
The paper explores the ways girls appropriate gender through actions, gesture and talk to achieve things in primary school science classrooms. It draws on sociocultural approaches to show that when everyday classroom practices are viewed from multiple planes of analysis, historical, institutional and in the micro dynamics of classroom interaction, gender comes into view in a variety of ways and not only via dominant discourses. Focused observatio…
Skills in motion
During an ethnographic research project exploring young people's perceptions of living in a post-industrial semi-rural place, boys aged 13/14 years revealed their semi-clandestine motorbiking activities across mountains trails. It was found that riding motorbikes and fixing engines were potential resources for young boys' transitions into adult working-class masculinity and sources of competence, pride and enjoyment that mimetically referenced th…
The body and pedagogy
Following the corporeal turn in social theory, this paper explores how the body is implicated in pedagogic practice and leaning. Focusing on the body has usually been recognised as part of the regulative rather than instructional discourse in schools. Work has begun to redress the mind–body imbalance through the ‘corporeal device’ developed from Bernstein’s ‘pedagogic device’, the fundamental relay through which social inequalities are reproduced…
Subjectivity, affect and place
This article explores how subjectivities are affectively tied to the histories of space, place and time through ethnographic research on young people’s everyday lives in a semi-rural post-industrial locale. Drawing on a longitudinal case study of one teenage girl’s inventive practices, we capture moments in time that we arrange as ‘enunciating assemblages’ (Guattari, 2006) to explore how conscious and unconscious affective relations repeat and ru…
Valleys' girls
This paper draws on materialist feminist theories to rethink relationships between girls' bodies and agency. New feminist onto-epistemologies redefine agency as ‘becomings’ that dynamically emerge through assemblages comprising moving bodies, material, mechanical, organic, virtual, affective and less-than-conscious elements. Vignettes from a multi-modal, ethnographic study conducted over three years are used to demonstrate how place influenced yo…
Material feminisms
The radical shifts occurring across the social sciences make this an exciting time for educational research. New material feminisms, post-humanism, actor network theory, complexity theory, science
Inequality, poverty, education
Horse-girl assemblages
The paper works with queer and feminist post-human materialist scholarship to understand the way young teen valleys' girls experienced ubiquitous feelings of fear, risk, vulnerability and violence. Longitudinal ethnographic research of girls (aged 12-15) living in an ex-mining semi-rural community suggests how girls are negotiating complex gendered and sexual mores of valleys' life. We draw on Deleuze and Guatarri's concept of 'becomings' emergin…
Place, perspective and the politics of knowledge
Marilia Carvalho's Viewpoint (2014, Gender and Education 26 (2)) raised valuable questions about how academic journals respond to the geopolitics of knowledge production and the place, contexts and
Light, connectivity and place
This article reports on a study of how young people in a post-industrial UK town reflect on their sense of health, place and identity. Drawing on 56 qualitative interviews with 14-15 year olds, we explore how young people negotiate public space and how public lighting and darkness affect interactions with their surroundings. The young people provide an insight into how dark places ignite strong feelings of anxiety and danger, deeply fuelled by th…
Anticipating the more-than
Inspired by speculative, post-qualitative research practices, this paper is framed within new feminist materialist ontologies of immanence to explore anticipation as the potentialities of the virtual, a prehension (Manning 2013) that can be glimpsed in bodies, movements and artful processes of creation. These ‘prehensive’ potentialities are explored with an arts-based praxis, developed over many years, with young people living in an ex-mining com…
What More Do Bodies Know? Moving with the Gendered Affects of Place
This article focuses on what bodies know yet which cannot be expressed verbally. We started with a problem encountered during conventional interviewing in an ex-mining community in south Wales when some teen girls struggled to speak. This led us to focus on the body, corporeality and movement in improvisational dance workshops. By slowing down and speeding up video footage from the workshops, we notice movement patterns and speculate about how tr…
Emplaced activism
Cultures that recognise the many forces and memories held in landscape can make important contributions to climate emergency. We argue there is another group which has knowledge to call upon; young people growing up in post-industrial places. In this paper, we draw on over 10 years of research with young people to speculate about the potential of outsider knowledge as the basis for emplaced activism as an original and significantly new approach t…
Posthuman co-production
Purpose This paper introduces the concept of posthuman co-production. It explores how processual and relational onto-epistemologies inform an artful, response-able (Barad 2007) feminist new materialist praxis that decentres the human and re-centres matter. Design/methodology/approach Posthuman co-production gives prominence to crafting “dartaphacts” (Renold, 2018); creative research artefacts, carrying “what matters” and enacting change that can …
Poverty as atmosphere
This conceptual paper rethinks challenging behaviours relate to poverty enacted by young people in educational settings. We theorise poverty through Deleuze and Guattari's immanent philosophy and specifically their schizoanalysis, and concepts of the Body-without-Ogans (BwO) (full, empty and cancerous). Accordingly, poverty is viewed as a productive atmosphere of accumulative affects related to everyday experiences of scarcity of food, care, warm…
Sociology (18 works) · Political science (12 works) · Gender Studies (11 works) · Gender Studies (11 works) · Epistemology (10 works) · Psychology (10 works) · Pedagogy (8 works) · Politics (8 works) · Aesthetics (7 works) · Posthumanist Ethics and Activism (7 works)