Dr Gabrielle Ivinson
Ivinson, G., Davies, B. and Fitz, J. (eds.) (2011) Knowledge and Identity: concepts and applications in Bernstein’s sociology of knowledge, London: Routledge.
Ivinson, G. and Murphy, P. (2007) Rethinking Single-sex teaching: Gender, school subjects and learning, Berkshire, Open University Press McGraw Hill.
Peer Reviewed Journal Articles
Ivinson, G. (submitted) ‘Skills in Motion: boys’ motor biking activities as transitions into working class masculinity’ Sport, Education and Society
Ivinson, G. (submitted) ‘Figurations of children and knowledge: From progressive to post-human pedagogies in early childhood education’ Childhood Studies
Ivinson, G. (forthcoming) The body and pedagogy: beyond absent, moving bodies in pedagogic practice. British Journal of Sociology of Education
Cervoni, C. and Ivinson, G. (2011) ‘Girls in Primary School Science Classrooms: Theorizing Beyond Dominant Discourses of Gender, Gender and Education Vol 23 (4) 461-475
Ivinson, G. (under view) The body and pedagogy: beyond absent, moving bodies in pedagogic practice. British Journal of Sociology of Education
Ivinson, G (2010) Redefining masculinity: new lines of thought. Education Review Vol. 22 (2) pp 37-45.
Ivinson, G. (2007) Pedagogic Discourse and Sex Education: Myths, science and subversion, Sex Education, Vol. 7, No 2.pp201-216.
Ivinson, G. (2005) The development of Young People’s Social Representations of Art, Welsh Journal of Education Vol. 13 No 2, 47-67.
Ivinson, G & Duveen, G. (2005) Classroom structuration and the development of representations of the curriculum, British Journal of Sociology of Education Vol. 26, No. 5 pp 627-642.
Murphy, P. and Ivinson, G. (2005) Gender, Assessment and Students’ Literacy Learning; implications for formative assessment, Teacher Development, Vol. 9, No. 2 185-200.
Zittoun, T., Duveen, G. Gillespie, A. Ivinson, G. & G. Psaltis, C. (2003) The Use of symbolic resources in developmental transitions, Culture and Psychology, Vol. 9 (4) pp 415-448.
Ivinson, G. and Murphy, P. (2003) ‘Boys don’t write Romance: The construction of knowledge and social gender identities in English classrooms.’ Pedagogy, Culture and Society, Vol. 11 No. 1 pp 89-111.
Arnot, M. Araujo, H. Deliyanni, K. and Ivinson, G. (2000) ‘Changing femininity, changing concepts of citizenship in public and private spheres’, The European Journal of Women’s Studies, Vol. 7, No. 2 pp. 149-168.
Chapters in Edited Collections
Ivinson, G. (forthcoming, 2012) ‘Boys, skills and class: educational failure or community survival? Insights from Vygotsky and Bernstein’ H. Daniels (ed.) Sociology and Vygotsky, Oxford: Routledge.
Lin, W-C and Ivinson, G. (2011 in print) ‘Ethnic cultural legacies and learning English as a foreign language: a social-cultural study in Taiwan, in Learning, social interaction and diversity – exploring school practices. Sense Press and EARLI
Ivinson, G. (2011) ‘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.
Ivinson, G. (2011) ‘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.
Ivinson, G. (2011) ‘Bernstein: Codes and Social Class’ (Eds.) R. Wodak, B. Johnstone, P. Kerswill, The Sage Handbook of Sociolinguistic, London: Sage.
Ivinson, G. (2009) ‘Knowledge, identities and community’ Review for the Beyond Current Horizon (BCH) Program challenge area Knowledge, Creativity and Communication. (funded by the DCSF) Website publication.
Ivinson, G. and Murphy, P. (2007) ‘Boys don’t write Romance: The construction of knowledge and social gender identities in English classrooms.’ In M Arnot and M. mac an Ghaill (Eds.) The Routledge Gender Reader, London: Routledge.
Ivinson, G and Duveen, G. (2006) ‘Children’s recontextualisations of pedagogy’ in (Eds.) R. Moore , M. Arnot, J. Beck, H. Daniels (Eds.) Knowledge, Power and Educational Reform: Applying the sociology of Basil Bernstein, New York and London: Routledge, Taylor Francis Group.109-125.
Ivinson, G. (2004) ‘The social context of classroom art; collaboration, social identities and social consequences’, in D. Miell and K. Littleton (Eds.) Collaborative Creativity Milton Keynes: The Open University.
Ivinson, G. & Murphy, P. (2004) ‘Gender difference in educational achievement: a sociocultural analysis’, in M. Olssen (Ed.) Sociology and Learning, Greenwood Press.
Ivinson, G. (2000). ‘The child's construction of the primary school curriculum’, in H. Cowie and D Van der Aalsvoort (Eds.) Social Interaction in Learning and Instruction: the Meaning of Discourse for the Construction of Knowledge. Amsterdam: Pergamon Press and EARLI.
Ivinson, G. with Arnot, M., Aréujo, H. Deliyanni, K. and Tome, A. (2000) ‘Student teachers' representations of citizenship: a comparative perspective’, in M. Arnot and J. Dillabough, (eds) Challenging democracy: feminist perspectives on gender, education and citizenship. London: Routledge.
Arnot, M. Araújo, H. Deliyanni-Kouimtzis, Ivinson, G. and Tomé, A. (2000) ‘The Good Citizen: Cultural Understandings of Citizenship and Gender Amongst a New Generation of Teachers’, in M. Leicester, C. Modgil and S. Modgil (eds.) Education, Culture and Values, Vol. VI, Politics, Education and Citizenship. London and New York: Falmer.
Moles, K., Renold, E., Ivinson, G., & Märtsin, M. (submitted). Innovating as we go: ethnography as an evolving methodology. Qualitative Researcher.
Ivinson, G. (2002) Instructional and Regulative Discourse: a comparative case study of two classroom settings designed to ameliorate boys’ underachievement in English. Cardiff Working Paper Series, paper 29.