Research Staff Interests

Prof Gabrielle  Ivinson


Academic and professional qualifications
PhD, Cambridge University (1994-1998)
MPhil Cambridge University (1990-1991)
Diploma in Education, Dundee University (1983-1984)
PGCE, Dundee College of Education (1983- 1984)
MA (Hons) English and Philosophy, University of Dundee (1978-1982)

Previous Employment
2013-2015: Personal Chair, School of Education, University of Aberdeen
2000-2013: Lecturer, Senior Lecture and Reader, School of Social Science, Cardiff University
1998-2000: Research Fellow, School of Education, Open University
1991-1992: Research Officer, Institute of Education, University of London
1990-1992: Research Officer, Goldsmiths College, University of London
1987-1990: Teacher, English and Psychology, Bramhall High School, Stockport County Council
1984-87: Hayling Island Secondary School, Hampshire County Council


Research Interests

I work with artists to co-produce art forms and artefacts to enable young people to communicate with persons in authority by drawing on the affective power of art to move. I have been developing creative methodologies whilst working in post-industrial places with a history of dangerous, skilled manual labour supported by women’s domestic labour. I have been developing an understanding of the affective circuits of communication, bonds of solidarity and intergenerational transmission of knowledge that relates to the history and specificity of place. I am interested in how the specific habits, practices and gender worlds that supported dangerous work in industrial locales can be regenerated as social and educational resources for children and young people today. I hope to use my experience of working in the south Wales ex mining valleys to further my understanding of communities in and around Manchester.

I am interested in how to bridge between communities and schools and how to develop pedagogies to expand learning beyond text and the spoken word. I am concerned that children and young people living in poverty are still having difficulties achieving in school. I ask, how can we encourage institutions to meet marginalised people half way?

In developing art-informed pedagogies, I am interested in how art forms, viewed as assemblages of materiality, spatiality, temporality and corporeality enable beings, affects and new meanings to emerge that can open up spaces for communication and dissent.

Research Projects

2015-2016: Poverty and Policy Advocacy (PI) The BERA Poverty and Policy Commission aims to influence and broaden public debate on the role of education to improve the life chances of children & youth living in poverty. (BERA 12K)

2012-2018: Productive Margins: Regulating for Engagement comprises seven interlinked research projects undertaken with community groups to explore how local and national policy and legal frameworks create barriers to bottom up community mobilisations and how these can be overcome. The project is a collaborative venture between teams of researchers in Cardiff/Manchester Met. and Bristol Universities funded by AHRC/ESRC £2.4m. It involves a complex management structure with a Principal Investigator, Prof Morag McDermott at Bristol and six co-investigators. Gabrielle Ivinson is a co-investigator in charge of harnessing digital space and project co-manager on two of the three Cardiff based studies involving young people in south Wales valley communities. This work builds on contacts made as part of Ivinson's previous project titled, 'Young People and Place' (125K) with Emma Renold, which investigated young people's experiences in the ex-mining place where they are growing up. more info here

2013-2015: Technologically enhanced Professional Learning (TePL) (PI Do Coyle) This Scottish Government funded (2M) initiative is both an innovative and inclusive approach to professional learning networks. TePL's goal is to explore new learning opportunities created and shared 'in real time' using Shared Learning Spaces (SLS). SLS link pioneering primary and secondary school classrooms in the north of Scotland - both visually and digitally - with each other and the University of Aberdeen. SLS 'connect' schools, teachers and their pupils, student teachers, teacher educators, researchers and Local Authority staff in Aberdeen City, Aberdeenshire and the Highlands. TePL focuses on transforming learning by pupils and professionals collaborating in and across technology-enhanced spaces. The network is based on five key themes. TePL promotes expansive education embedded in professional enquiry and action research. more info here

2015-2017: Capacity building for oil and gas in Tanzania, EU funded project (2M). This is a multi disciplinary project (Geoscience, Law, Economic and Education, at the University of Aberdeen (PI Kathryn Fowler). As a part of this, I am developing educational resources to encourage girls to study sciences in primary and secondary schools in Tanzania.

2014-2015: Investigating intergenerational transmission of knowledge in a post-industrial fisher community on the North East coast of Scotland (3K as part of Communities and Cultures Network (CCN) funded by the EPSRC, PI Claire Wallace).


2016: Taylor, C. and Ivinson, G. (eds) Material Feminisms and Education Taylor and Francis

2011: Ivinson, G., Davies, B. and Fitz, J. (eds) Knowledge and Identity: concepts and applications in Bernstein's sociology of knowledge London: Routledge

2007: Ivinson, G. and Murphy, P. Rethinking Single-sex teaching: Gender, school subjects and learning Berkshire, Open University Press McGraw Hill. This book was awarded the Society of Educational Studies prize in 2008

Refereed Journal Articles

2014: Ivinson, G. Ghosts from the past: Exploring community cultures and school culture in relaiton to poverty. Improving Schools 17(3) pp250-260

2014: Ivinson, G. How gender became sex: mapping the gendered effects of sex-group categorisation onto pedagogy, policy and practice. Education Research 56(2) pp155-170

2014: Renold, E. & Ivinson, G. Horse-girl assemblages: Towards a post-human cartography of girls' desires in an ex-mining valleys community. Discourse 35 pp361–376

2014: Ivinson, G. Skills in motion: Boys' motor biking activities as transitions into working class masculinity. Sport, Education and Society 19 pp605–620

2013: Ivinson, G., & Renold, E. Valleys' girls: Re-theorising bodies and agency in a semi-rural, post-industrial locale [Special issue: Feminist Materialisms and Education] Gender and Education 25 pp704–721

2013: Ivinson, G., & Renold, E. (2013b) Subjectivity, affect and place: Thinking with Deleuze and Guattari’s body without organs to explore a young teen girl's becomings in a post-industrial locale. Subjectivity 6 pp369–390

2012: Ivinson, G. The body and pedagogy: beyond absent, moving bodies in pedagogic practice. British Journal of Sociology of Education 33(4) pp489-506

2011: Cervoni, C. and Ivinson, G. Girls in primary school science classrooms: theorizing beyond dominant discourses of gender. Gender and Education 23(4) pp1-15

2011: Moles, K., Renold, E., Ivinson, G. & Martsin, M. Innovating as we go: Ethnography as an evolving methodology Qualitative Researcher 13 pp11-14

2010: Ivinson, G. Redefining masculinity: new lines of thought Education Review 22(2) pp37-45

2007: Ivinson, G. Pedagogic Discourse and Sex Education: myths, science and subversion Sex Education 7(2) pp201-216

2005: Ivinson, G. Identités sociaux, rupture et ressources culturelles dans la classe d’art Bulletin du Centre de Recherches en Psychologie CRPSY Preprint no 11 Université de Bretagne Occidentale

2005: Ivinson, G. Représentations des matières scolaires chez l’enfant: méthodes pour l’élude des représentation sociale auprès d’enfants. Bulletin du Centre de Recherches en Psychologie CRPSY Preprint no 11 Université de Bretagne Occidentale

2005: Ivinson, G. The development of Young People's Social Representations of Art Welsh Journal of Education 13(2) pp47-67

2005: Ivinson, G & Duveen, G. Classroom structuration and the development of representations of the curriculum British Journal of Sociology of Education 26(5) pp627-642

2005: Murphy, P. and Ivinson, G. Gender, Assessment and Students' Literacy Learning; implications for formative assessment Teacher Development 9(2) pp185-200

Book Chapters

2015: Ivinson, G. Gender, Power and Education. In A. Kupfer (ed) Power and Education London and New York: Palgrave MacMillan

2015: Ivinson, G. and Renold, E. Girls, Camera, (intra)Action: mapping posthuman possibilities in a diffractive analysis of camera-girl assemblages in research on gender, corporeality and place. In C. Taylor and C. Hughes (eds) Posthuman Research Practices in Education London and New York: Palgrave MacMillan

2015: Renold, E. and Ivinson, G. Mud, Mermaids and Burnt Wedding Dresses: mapping queer belongings in teen girls' talk on gender and sexual violence. In E. Renold, J. Ringrose & D. Egan (eds.) Children, Sexuality and the Sexualisation of Culture Basingstoke: Plagrave

2012: Ivinson, G. 'Boys, skills and class: educational failure or community survival' Insights from Vygotsky and Bernstein. In H. Daniels Vygotsky and Sociology London and New York: Routledge

2012: Lin, W-C and Ivinson, G. Ethnic cultural legacies and learning English as a foreign language: a social-cultural study in Taiwan. In E. Hjörne, G. van der Aalsvoort & G. de Abreu (eds) Learning, Social Interaction and Diversity – Exploring Identities in School Practices Rotterdam, Boston, Taipei: Sense Publisher

2011: Ivinson, G. From Monasteries to Markets: will universities survive? In G. Ivinson, B. Davies and J. Fitz (eds) Knowledge and Identity: concepts and applications in Bernstein’s sociology of knowledge London: Routledge

2011: Ivinson, G. School curriculum as developmental resource: gender and knowledge. In M. Kontopodis, C. Wulf, and B, Fichtner (eds) Children, Culture & Education: Cultural, historical, anthropological perspectives New York: Springer

2011: Ivinson, G. Bernstein: Codes and Social Class. In R. Wodak, B. Johnstone, P. Kerswill, (eds) The Sage Handbook of Sociolinguistic London: Sage

2006: Ivinson, G and Duveen, G. Children's recontextualizations of pedagogy. In R. Moore, M. Arnot, J. Beck and H. Daniels (eds) Knowledge, Power and Educational reform; Applying the sociology of Basil Bernstein New York and London: Routledge, Taylor and Francis Group

Evidence of Impact on Policy and Professional Practice

Editor of the Journal Gender and Education with J. Dillabough, J. McLeod, M. Tamboukou (2012-2016)

International Recognition

Public Exhibitions

As part of the AHRC/ESRC-funded Connected Communities Programme, 'Productive Margins: Regulating for Engagement' Project engagement strategy young people, families, community members as well as policy makers, politicians and local councillors have been invited to a series of Art and Film Exhibitions to celebrate the art works that communicate young people's views about growing up in North Merthyr. The art works speak back to stigmatising media representations of Merthyr and allow people to engage with difficult issues such as drugs and sexual violence from the young people's perspectives, mediated by the affective power of art. People have been greatly moved by the exhibitions, which are having a range of impacts. Abacus Art Gallery, Cardiff, Wales 1-3 May 2015 Riverfront, Newport, Wales June 5-11 2015 Pictures from the opening night can be viewed here

Red House/ Theatr Soar, Merthyr Tydfil, Wales, June 16th 2015 Pictures from the opening night can be viewed here and here

Major Awards, Prizes & Honorary Degrees

Issac Newton Award PhD Cambridge University 1997

Society of Educational Studies book prize 2008 for Ivinson, G. and Murphy, P. (2007) 'Rethinking Single-sex teaching: Gender, school subjects and learning', Berkshire, Open University Press McGraw Hill. This book was awarded the Society of Educational Studies prize in 2008.





Tel: 0161-247-2293
Location: Brooks 1.06