ORCA
Online Research @ Cardiff
Browse by All Cardiff Authors
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Up a levelNumber of items: 24.
Ivinson, Gabrielle Mary and Renold, EJ  ORCID: https://orcid.org/0000-0001-6472-0224
2022.
Emplaced activism: what-if environmental education attuned to young people?s entanglements with post-industrial landscapes?
Australian Journal of Environmental Education
38
(3-4)
, pp. 415-430.
10.1017/aee.2022.41
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Ivinson, Gabrielle and Renold, Emma ORCID: https://orcid.org/0000-0001-6472-0224
2020.
Moving with the folds of time and place: exploring gut reactions in speculative transdisciplinary research with teen girls in a post-industrial community.
Taylor, Carol A., Ulmer, Jasmine and Hughes, Christina, eds.
Transdisciplinary Feminist Research Innovations in Theory, Method and Practice,
Routledge Research in Gender and Society,
London:
Routledge,
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Renold, Emma ORCID: https://orcid.org/0000-0001-6472-0224, Ivinson, Gabrielle, Thomas, Gareth ORCID: https://orcid.org/0000-0003-4959-2337 and Elliott, Eva ORCID: https://orcid.org/0000-0003-1583-2603
2020.
The making, mapping and mobilising in Merthyr project: young people, research and arts-activism in a post-industrial place.
McDermont, Morag, Cole, Tim, Newman, Janet and Piccini, Angela, eds.
Imagining Regulation Differently: Co-Creating Regulation for Engagement,
Bristol:
Policy Press,
pp. 127-144.
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Renold, Emma ORCID: https://orcid.org/0000-0001-6472-0224 and Ivinson, Gabrielle
2019.
Anticipating the more-than: working with prehension in artful interventions with young people in a post-industrial community.
Futures
112
, 102428.
10.1016/j.futures.2019.05.006
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Ivinson, Gabrielle Mary and Renold, Emma ORCID: https://orcid.org/0000-0001-6472-0224
2013.
Valleys' girls: re-theorising bodies and agency in a semi-rural post-industrial locale.
Gender and Education
25
(6)
, pp. 704-721.
10.1080/09540253.2013.827372
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| Ivinson, Gabrielle Mary 2012. The body and pedagogy: beyond absent, moving bodies in pedagogic practice. British Journal of Sociology of Education 33 (4) , pp. 489-506. 10.1080/01425692.2012.662822 |
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| Ivinson, Gabrielle Mary 2011. School curriculum as developmental resource: gender and knowledge. Kontopodis, Michalis, Wulf, Christoph and Fichtner, Bernd, eds. Children, Development and Education: Cultural, Historical, Anthropological Perspectives, International Perspectives on Early Childhood Education and Development, vol. 3. New York: Springer, pp. 151-164. |
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| Cervoni, Cleti and Ivinson, Gabrielle Mary 2011. Girls in primary school science classrooms: theorising beyond dominant discourses of gender. Gender and Education 23 (4) , pp. 461-475. 10.1080/09540253.2010.506868 |
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| Ivinson, Gabrielle Mary 2011. From monasteries to markets: will universities survive? Ivinson, Gabrielle Mary, Davies, Brian and Fitz, John, eds. Knowledge and Identity: Concepts and Applications in Bernstein's Sociology, Abingdon, UK: Routledge, pp. 1-20. |
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| Ivinson, Gabrielle Mary 2011. Bernstein: codes and social class. Wodak, Ruth, Johnstone, Barbara and Kerswill, Paul E., eds. The SAGE Handbook of Sociolinguistics, Los Angeles: Sage, pp. 40-56. |
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Moles, Kate ORCID: https://orcid.org/0000-0002-1926-6525, Martsin, M. and Ivinson, Gabrielle Mary
2010.
Moving in through and out of place.
Presented at: Euroqual,
London, UK,
4 - 6 May 2010.
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| Ivinson, Gabrielle Mary and Cervoni, Cletus 2010. Knowing bodies, bodies blocking knowing and questions about the focus on the body in new progressive pedagogies. Presented at: AERA American Educational Research Association Annual Meeting, Denver, USA, 30 April- 4 May 2010. |
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| Ivinson, Gabrielle Mary 2010. Redefining masculinity: new lines of thought. Education Review 22 (2) , pp. 37-45. |
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| Ivinson, Gabrielle Mary 2010. Pedagogic discourse and sex education: myths, science and subversion. Singh, Parlo, Sadovnik, Alan R and Semel, Susan F., eds. Toolkits, Translation Devices and Conceptual Accounts: Essays on Basil Bernstein's Sociology of Knowledge, History of Schools and Schooling, vol. 51. Oxford: Peter Lang, pp. 85-102. |
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| Ivinson, Gabrielle Mary, Davies, Brian and Fitz, J., eds. 2010. Knowledge and Identity: concepts and applications in Bernstein’s sociology of knowledge. London: Routledge. |
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| Ivinson, Gabrielle Mary 2009. Reclaiming skill as a subversive practice: socio-cultural approaches and educational policy. Presented at: BERA Conference, Edinburgh, UK, 2-5 August, 2009. |
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Ivinson, Gabrielle Mary and Renold, Emma ORCID: https://orcid.org/0000-0001-6472-0224
2009.
Whose 'gender agenda'?: a feminist response to the DfCSF’s appropriation of gender in their achievement agenda.
Presented at: Gender and Education Conference,
London, UK,
12 - 14 May 2009.
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| Ivinson, Gabrielle Mary 2009. The relationship between the constitution/construction of knowledge and identities, community. London: Beyond Current Horizons. Available at: http://www.beyondcurrenthorizons.org.uk/the-relati... |
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| Ivinson, Gabrielle Mary 2009. 21st Century Boys: How modern life is driving them off the rails and how we can get them back again by Sue Palmer [Book Review]. Education Review 22 (1) , pp. 94-95. |
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| Ivinson, Gabrielle Mary 2008. Review of education and conflict: complexity and chaos, by Lynne Davies [Book Review]. Gender and Education 20 (2) , pp. 196-197. 10.1080/09540250701878448 |
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| Ivinson, Gabrielle Mary and Murphy, Patricia 2007. Rethinking single-sex teaching: gender, school subjects and learning. Educating Boys, Learning Gender, Maidenhead: Open University Press. |
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| Ivinson, Gabrielle Mary and Duveen, Gerard 2005. Classroom Structuration and the Development of Social Representations of the Curriculum. British Journal of Sociology of Education 26 (5) , pp. 627-642. 10.1080/01425690500293603 |
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| Ivinson, Gabrielle Mary and Murphy, Patricia 2003. Boys don't write romance: The construction of knowledge and social gender identities in English classrooms. Pedagogy Culture and Society 11 (1) , pp. 89-111. 10.1080/14681360300200162 |
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| Zittoun, Tania, Duveen, Gerard, Gillespie, Alex, Ivinson, Gabrielle Mary and Psaltis, Charis 2003. The Use of Symbolic Resources in Developmental Transitions. Culture & Psychology 9 (4) , pp. 415-448. 10.1177/1354067X0394006 |
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