Gabrielle Ivinson

My primary research involves developing creative methodologies to engage communities and vulnerable young people and children living in poverty. I have a long-standing interest in gender and education and specifically how marginalised groups fail to gain access to scientific languages, imaginaries and social identities that enable themselves to think forward with hope.

I am inspired by new material feminism(s) works such as Karen Barad’s work along with arts-based theories and approaches of Deleuze and Guattari, Erin Manning and Brian Massumi. New material feminism(s) require new methodologies and draw attention to the more-than-human in processes that view learning as ‘becoming’.

These approaches enable us to pay attention to that which cannot be articulated yet nevertheless is strongly communicated as affect. Hence the need for arts-based methods and ethico-onto-epistemological approaches.


Ivinson, G. and Renold, E. (publication Nov 2013a) Subjectivity, affect and place: Thinking with Deleuze and Guattari’s Body without Organs (BwO) to explore a young girl’s becomings in a post-industrial localeSubjectivity, 22.

Ivinson, G. and Renold, E. (publication Oct 2013b) Valley Girls: Re-theorising Bodies and Agency in a Semi-Rural Post-industrial Locale, Gender and Education, 25 (6).

Ivinson, G. (2012a ifirst) Skills in Motion: boys’ motorbiking activities as transitions into working class masculinity, Sport, Education and Society

Ivinson, G. (2012b) The Body and Pedagogy: beyond absent, moving bodies in pedagogic practiceBritish Journal of Sociology of Education 33(4) 489-506.

Renold, E. and Ivinson, I. (2011) Girls, Film-making and Movement: communicating the research findings of the young people and place project using visual participatory methodsWISERD News

Ivinson, G (2010) Redefining masculinity: new lines of thought, Education Review Vol. 22 (2) 37-45. 

Ivinson, G. (2005) The development of Young People’s Social Representations of ArtWelsh Journal of Education Vol. 13 No 2, 47-67.

Zittoun, T., Duveen, G. Gillespie, A. Ivinson, G. & G. Psaltis, C. (2003) The use of symbolic resources in developmental transitionsCulture and Psychology, Vol. 9 (4) pp 415-448.



20013–18 ESRC/AHRC Productive Margins: Regulation for Engagement (ES/K002716/1-McDernott, PI; Ivinson CoI with others in Bristol and Cardiff Universities), part of the Connected Communities Programme (2.4M).