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.
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 and includes academics from across the jurisdictions of England, Scotland, Wales and Northern Ireland, at the universities of Manchester, Manchester Met., Leeds, Oxford, Belfast, Cardiff and Glasgow together with colleagues in Brisbane and New South Wales, Australia.
The Gender and Education Association brings to gether academics across the globe to challenge and eradicate sexism and gender inequality within and through education.
PhEMaterialism is a network of researchers artists practitioners & activists engaging with feminist posthumanism and new materialist methodologies in education.
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 Metropolitan and Bristol Universities funded by AHRC/ESRC.
Pursuing Futures has been set up to continue the conceptual innovation pioneered by In Pursuit of the Future across a range of fields of theoretical and empirical research. The group includes scholars from Cardiff University as well as independent artists who have collaborated with academic members of the group on research including the In Pursuit of the Future project.
G. Ivinson, G. Thomas, E. Elliott, E. Exley, E. Renold (2018). Light, Connectivity, and Place: Young People Living in a Post Industrial Town. cultural geographies. 25(4), pp.537-551.
G. Ivinson, P. Singh (2018). Editorial: Special Issue on ‘International policies – local affects: Regenerating the sociology of Basil Bernstein’. European Educational Research Journal. 17(4), pp.461-469.
G. Ivinson (2018). Re-imaging Bernstein's restricted codes. European Educational Research Journal. 17(4), pp.539-554.
J. McLeod, J-A. Dillabough, G. Ivinson, M. Tamboukou (2015). Place, perspective and the politics of knowledge: A Forum of responses to Marília Carvalho’s Viewpoint: ‘Gender and Education: a view from Latin America’ (2014). Gender and Education. 27(2), pp.93-94.
G. Ivinson (2014). Ghosts from the past: Exploring community cultures and school cultures in relation to poverty. Improving Schools. 17(3), pp.250-260.
GM. Ivinson (2014). Skills in motion: boys' trail motorbiking activities as transitions into working-class masculinity in a post-industrial locale. Sport, Education and Society. 19(5), pp.605-620.
E. Renold, G. Ivinson (2014). Horse-girl assemblages: towards a post-human cartography of girls' desire in an ex-mining valleys community. Discourse: Studies in the Cultural Politics of Education. 35(3), pp.361-376.
G. Ivinson (2014). How gender became sex: mapping the gendered effects of sex-group categorisation onto pedagogy, policy and practice. Educational Research. 56(2), pp.155-170.
G. Ivinson, E. Renold (2013). 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(4), pp.369-390.
CA. Taylor, G. Ivinson (2013). Material feminisms: new directions for education. Gender and Education. 25(6), pp.665-670.
G. Ivinson, E. Renold (2013). Valleys' girls: re-theorising bodies and agency in a semi-rural post-industrial locale. Gender and Education. 25(6), pp.704-721.
J-A. Dillabough, G. Ivinson, J. McLeod, M. Tamboukou (2012). Looking back, looking forward: a short introduction from the new editorial team ofGender and Education. Gender and Education. 24(6), pp.575-575.
G. Ivinson (2012). The body and pedagogy: beyond absent, moving bodies in pedagogic practice. British Journal of Sociology of Education. 33(4), pp.489-506.
C. Cervoni, G. Ivinson (2011). Girls in primary school science classrooms: theorising beyond dominant discourses of gender. Gender and Education. 23(4), pp.461-475.
G. Ivinson, K. Moles, E. Renold, M. Martsin (2011). Innovating as we go: Ethnography as an evolving methodology,. Qualitative Researcher. 13, pp.11-14.
G. Ivinson (2010). Redefining masculinity: new lines of thought. Education Review. 22(2), pp.37-45.
G. Ivinson (2009). Marxism against postmodernism in educational theory, edited by Dave Hill, Peter McLaren, Mike Cole and Glenn Rikowski. Gender and Education. 21(3), pp.346-348.
G. Ivinson (2008). Education and conflict: complexity and chaos. GENDER AND EDUCATION. 20(2), pp.196-197.
G. Ivinson (2007). Pedagogic discourse and sex education: myths, science and subversion. Sex Education. 7(2), pp.201-216.
G. Ivinson (2006). BOOK REVIEW. Gender and Education. 18(5), pp.567-569.
P. Murphy, G. Ivinson (2005). Gender, assessment and students' literacy learning: implications for formative assessment. Teacher Development. 9(2), pp.185-200.
G. Ivinson (2005). The development of Young People’s Social Representations of Art. Welsh Journal of Education. 13(2), pp.47-67.
G. Ivinson (2005). Représentations des matières scolaires chez l’enfant: méthodes pour l’élude des représentation sociale auprès d’enfants. Représentations des matières scolaires chez l’enfant: méthodes pour l’élude des représentation sociale auprès d’enfants.
G. Ivinson (2005). 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..
G. Ivinson, G. Duveen (2005). Classroom structuration and the development of social representations of the curriculum. British Journal of Sociology of Education. 26(5), pp.627-642.
G. Ivinson (2004). Review Symposium. British Journal of Sociology of Education. 25(3), pp.371-382.
T. Zittoun, G. Duveen, A. Gillespie, G. Ivinson, C. Psaltis (2003). The Use of Symbolic Resources in Developmental Transitions. Culture & Psychology. 9(4), pp.415-448.
P. Murphy, G. Ivinson (2003). Pedagogy and cultural knowledge: a sociocultural perspective. Pedagogy, Culture & Society. 11(1), pp.5-9.
G. Ivinson, P. Murphy (2003). Boys don't write romance: the construcion of knowledge and social gender identities in english classrooms. Pedagogy, Culture & Society. 11(1), pp.89-111.
G. Ivinson (2002). Understanding and teaching the intuitive mind: Student and teacher learner. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY. 72, pp.614-615.
G. Ivinson (2001). Feminist Scholarship in education: the state of the art?. BRITISH EDUCATIONAL RESEARCH JOURNAL. 27(2), pp.219-223.
M. Arnot, H. Araújo, K. Deliyanni, G. Ivinson (2000). Changing Femininity, Changing Concepts of Citizenship in Public and Private Spheres. European Journal of Women's Studies. 7(2), pp.149-168.
G. Ivinson (1998). ‘The Child's Construction of the Curriculum’. Papers on Social Representations: Threads and Discussions. Special Issue: The Development of Knowledge. 7(2), pp.21-40.
M. Arnot, H. Araujo, K. Deliyanni‐Kouimtzi, G. Rowe, A. Tome (1996). Teachers, Gender and the Discourses of Citizenship. International Studies in Sociology of Education. 6(1), pp.3-35.
G. Ivinson, G. Whitty, P. Aggleton (1994). Subject and themes in the secondary-school curriculum,. Research Papers in Education. 9(2), pp.159-181.
G. Whitty, G. Rowe, P. Aggleton (1994). Discourse in Cross-curricular Contexts: limits to empowerment. International Studies in Sociology of Education. 4(1), pp.25-42.
G. Ivinson, G. Whitty, P. Aggleton (1992). The place of careers education in cross-curricular work,. Journal of Careers Education..
G. Ivinson, E. Renold (2016). Girls, camera, (intra)action: Mapping posthuman possibilities in a diffractive analysis of camera-girl assemblages in research on gender, corporeality and place. In: Posthuman Research Practices in Education. pp.168-185.
G. Ivinson, . Renold (2015). Mud, Mermaids and Burnt Wedding Dresses: mapping queer belongings in teen girls’ talk on gender and sexual violence. In: Children, Sexuality and the Sexualisation of Culture. Basingstoke: Plagrave., pp.239-255.
G. Ivinson (2015). Gender, power and education. In: Power and Education: Contexts of Oppression and Opportunity. pp.111-127.
H. Daniels (2012). Vygotsky and Sociology. In: Vygotsky and Sociology. Routledge, pp.155-174.
W-C. Lin, G. Ivinson (2012). Ethnic Cultural Legacies and Learning English As A Foreign Language. In: Learning, Social Interaction and Diversity – Exploring Identities in School Practices. SensePublishers, pp.69-84.
G. Ivinson (2011). ‘School curriculum as developmental resource: gender and knowledge’. In: Children, Culture & Education: Cultural, historical, anthropological perspectives,. New York: Springer.,
G. Ivinson (2010). Knowledge and Identity. In: Knowledge and Identity: Concepts and Applications in Bernstein's Sociology. Routledge, pp.1-20.
K. Hazen (2010). Labov: Language Variation and Change. In: The SAGE Handbook of Sociolinguistics. SAGE Publications Ltd, pp.24-39.
M. Arnot (2008). Educating the Gendered Citizen. In: Educating the Gendered Citizen: Sociological Engagements with National and Global Agendas. Routledge, pp.95-111.
R. Moore (2006). Knowledge, Power and Educational Reform. In: Knowledge, Power and Educational Reform: Applying the Sociology of Basil Bernstein. Routledge, pp.109-126.
G. Ivinson (2004). ‘Gender difference in educational achievement: a sociocultural analysis’,. In: Sociology and Learning,. Greenwood Press,
G. Ivinson, P. Murphy (2004). ‘Boys don’t write Romance: The construction of knowledge and social gender identities in English classrooms’. In: The RoutledgeFalmer Reader in Gender and Education.. Routledge,
G. Ivinson (2004). ‘The social context of classroom art; collaboration, social identities and social consequences’,. In: Collaborative Creativity. Milton Keynes: The Open University.,
G. Ivinson, H. Araújo, M. Arnot, K. Deliyanni-Kouimtzis (2000). ‘The Good Citizen: Cultural Understandings of Citizenship and Gender Amongst a New Generation of Teachers’,. In: Education, Culture and Values, Vol. VI, Politics, Education and Citizenship..
G. Ivinson, M. Arnot, M. Areujo, K. Deliyanni, A. Tome (2000). Student teachers' representations of citizenship: a comparative perspective’. In: Challenging democracy: feminist perspectives on gender, education and citizenship. Routledge, London,
G. Ivinson (2000). The child's construction of the primary school curriculum’. In: Social Interaction in Learning and Instruction: the Meaning of Discourse for the Construction of Knowledge.. Amsterdam: Pergamon Press and EARLI.,
G. Ivinson, G. Whitty, P. Aggleton (1995). ‘Competing Conceptions of Quality in Cross Curricular Contexts’,. In: Teaching and Learning in Changing Times. Blackwell, Oxford,
Current Research projects
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. (2015-2016)
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. (2012-2018)
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. (2013-2015)
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. (2015-2017)
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. (2014-2015)
Completed Research Projects
Young People and Place, Principal Investigator (with Emma Renold) on project funded as part of the Wales Institute of Social and Economic Research, Data and Methods, (Grant number: RES-576-25-0021) (ESRC/HEWFCW, £4.8m). The project (£125,000) used multiple methods including interviews, mobile methods such as walking tours, visual method and film-making to investigate young people’s experiences for growing up in a post-industrial ex coalmining valley community. (2008-11)
LTS Subject Centre for Education: Evaluating Student Experiences on Professional Doctorates in Education. Principal Investigator. The results of the research form part of the ESCalate EdD website that provides information for EdD lecturers. £3K Cardiff University (2003)
Teaching and Learning in Single Sex Settings Principal Investigator (with Patricia Murphy) Open University, Researcher salary (18K) and 6K (1998-2000)
The Construction of the Curriculum, University of Cambridge ESRC studentship (1994-1998)
Assessing Quality in Cross-Curricular Contexts: extension to project, Economic and Social Research Council. Principal Investigator (with Geoff Whitty). The extension project allowed us to undertake further ethnographic work in schools. The original projects had involved a national survey of head teachers’ perceptions of cross-curricular provision in their schools and ethnographic work including classroom observations in eight secondary schools. £40K Institute of Education, London. (1991-1993)
The Role of the Union Representative in School Development Planning. Principal Investigator (with Geoff Whitty). Institute of Education, London. I was primarily responsible for designing and carrying out the research which involved interviewing union representatives in primary and secondary school about the changing role of teaching unions. £40K NUT. (1993)
National Survey on Cross-Curricular Policy, Principal Investigator (with G. Whitty). The project involved a national survey of head teachers’ perceptions of cross curricular provision including peace studies in their schools and ethnographic work including classroom observations in two secondary schools. £20K Department of Education Northern Ireland Office (DENI). (1992)
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
Issac Newton Award PhD, Cambridge University. (1997)
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.
Editor of the Journal Gender and Education with J. Dillabough, J. McLeod, M. Tamboukou (2012-2016)