A multicoloured quilt with writing embroidered on it.

Clippings: Connecting and sharing

Clippings: Our CLIP RTG events programme

We are delighted to have launched this series of research and scholarship related events to celebrate the work of the Culture, Literacies, Inclusion, and Pedagogy (CLIP) Research and Teaching Group and to create a suite of resources that we can use to share our research and teaching initiatives with others.

Clippings is an exciting, accessible programme of monthly engagement events that launched in October 2022.

Clippings showcases our CLIP work with lots of different audiences. The great thing about these events is that they take lots of different formats. These are in-person events, sometimes online, and often hybrid. Our events are open to all.

Three people laughing whilst chatting with framed pictures in the background.

Have an event idea?

Do get in touch if you would like to be involved in a planned Clippings event or if you have an idea for a Clippings session that you’d like to discuss. We welcome involvement from CLIP partners and friends.

You can email us at: Nicole Smith nicole.smith@glasgow.ac.uk and Elizabeth Nelson elizabeth.nelson@glasgow.ac.uk

You can follow the Clippings event series via this website or through social media channels, using #UofGClippings.

Looking forward to seeing you at a future event!

Nicole and Libby

Find out more about our #UofGClippings programme.

Clippings is supported by the Culture, Literacies, Inclusion, and Pedagogies (CLIP) Research and Teaching Group, School of Education, University of Glasgow.

Upcoming Clippings

The opportunities and challenges of multiculturalism and multicultural education - Richard Race seminar and book launch

Richard Race seminar and book launch: The opportunities and challenges of multiculturalism and multicultural education

Wednesday 27th March, 3.30 – 5.00 pm, in Room 432, St Andrew’s Building. 

For catering purposes, please register your attendance here: Richard Race event

Richard Race's seminar will analyse how multicultural education is still contemporary and relevant within educational practice. By examining domestic and Intenational perspectives e.g., James Banks and Sonia Neito, theories and modules of multicultural education will be discussed. If cultural diversity is our greatest strength, how do we prepare professional practitioners to deliver a multi rather than a mono cultural curriculum in our schools and universities? The seminar will be followed by the launch of two of Dr. Race's books, Multiculturalism and Education (3rd edition, 2024), and an edited collection, Evolving Dialogues in Multiculturalism and Multicultural Education (2024), both with Open University Press.

As part of the event Dr Nighet Riaz, the Equality, Diversity and Inclusion Policy Advisor for the University of Glasgow has kindly agreed to provide input on her role in the University.


About the Author

Dr. Richard Race is Senior Lecturer in Education at Teesside University, England and Visiting Professor Sapienza University, Italy. Richard is a current member of the Executive Board of the Society of Educational Studies and Editorial Board Member of the British Journal of Educational Studies. He was elected by membership onto BERA Council and was also a member of BERA Conference and Events Committee (2015-2023). Moreover, he has been co-convenor of the Postgraduate PIN with the Society of Research into Higher Education since 2007.

Looking into socially relevant picturebooks event

Looking into social relevant picturebooks event

23rd April 2024, 14:00-16:00 UK time and online

Room 337, St Andrew's Building, University of Glasgow

Register here: https://buytickets.at/universityofglasgow15/1198836

A young child leaning on a surface, looks to the left. Sketched style illustration.

Join us for this hybrid* event featuring an online talk by Mark McGlashan (Birmingham City University) followed by an in-person talk by Izaskun Elorza (LINDES, University of Salamanca; CLIP Associate, University of Glasgow).

*Online participants will be sent the Zoom link after submitting their registration. The link can be found at the bottom of your online ticket. The event is being held from 2:00 pm till 4:00 pm GMT time zone. 

Tea and coffee will be served at this event.


Same-sex parents in children’s picturebooks: examining representations using corpus-assisted multimodal critical discourse analysis

Mark McGlashan, Birmingham City University

Children’s picturebooks featuring same-sex (lesbian and gay) parents/caregivers have been historically rare yet extremely controversial – in their short history of publication they have become some of the most requested-to-be-banned books of modern times. Despite there being few of these picturebooks in existence, frequent and consistent requests have been made to ban books such as And Tango Makes Three (a true story about two male penguins who ‘adopt’ a lone egg in New York Central Zoo) and King and King (a fairy tale about two princes getting married).

This talk begins by outlining some of the relationships between language, gender, sexuality, childhood, and children’s literature in relation to picturebooks featuring same-sex parent families (SSPFs) before discussing corpus-assisted multimodal critical discourse analysis as an approach to the analysis of a corpus of over 50 picturebooks, including a discussion of methods for interpreting multimodal collocation, which I call collustration. Following this, findings are discussed which concentrate on the discursive constructions and representations of parenthood, family, and gay and lesbian sexualities with reference to the wider social situation of gay and lesbian people. Findings suggest that the representations of SSPFs in this picturebook corpus are underpinned by discourses of homonormativity (Duggan 2002; 2003) and attempt to position families with same-sex parents as ‘a different kind of family’ rather than as something radically different from families with heterosexual parents.


Duggan, L. (2002). The new heteronormativity: the sexual politics of neoliberalism. In: R. Castronovo & D. D. Nelson (eds.). Materializing Democracy: towards a revitalized cultural politics. Durham, NC: Duke University Press. pp. 175–194.

Duggan, L. (2003). The Twilight of Equality? Neoliberalism, Cultural Politics, and the Attack on Democracy. Boston, MA: Beacon Press.

Mark McGlashan is Senior Lecturer in English Language at Birmingham City University. Mark’s research interests predominantly centre on the synthesis and application of methods from Corpus Linguistics and (Critical) Discourse Studies to study a wide range of social issues, and his recent work has focussed on relationships between language and abuse. This work includes examination of children’s online disclosures of abuse, improving linguistic safeguarding solutions in industry as Academic Supervisor on an Innovate UK funded Knowledge Transfer Partnership with Senso.cloud, and collaboration with the MANTRaP (Misogyny and The Red Pill) project team to investigate abusive language used within the ‘manosphere’. Mark is co-editor of Toxic Masculinity: men, meaning and digital media (Routledge, 2023) and The Routledge Handbook of Discourse and Disinformation (Routledge, 2023).

For more information about Mark: https://www.MarkMcGlashan.com/

Looking at socially relevant characters in picture books from a broad perspective

Izaskun Elorza, University of Salamanca (LINDES Research Group) & University of Glasgow (Associate to CLIP)

The last decades have seen an unprecedented increase in the publication of picture books focussing on socially relevant themes, such as non-conforming gender identities or migration, many of which are used for addressing critical literacy, social justice or diversity. It is generally agreed that having a deep understanding of the narrative resources employed by writers and illustrators will allow teachers to be better equipped for class discussions that can foster readers’ engagement from a critical perspective. In this talk, I will look into how different socially relevant characters are represented from a multimodal discourse analysis perspective that can be useful to connect more narrowly character representation features with critical discussion topics.

This talk focuses on how picture books represent characters as social actors in non-conforming male narratives, as well as in narratives of migration. I will start by exploring the concept of social actor as a type of collective identity, and how it is represented visually and verbally in picture books and will present my model of character representation (Elorza 2022, 2023). This approach stems from descriptive linguistics in its attempt to find regular patterns in the way we use language, also for literary representations, so that generalisations can be made about how discourse is constructed multimodally to talk about socially relevant topics in different genres. Building on Halliday’s conception of language as a social semiotic, a variety of models have been developed in the last decades, notably drawing from Kress and Van Leeuwen’s model of a ‘social visual grammar’, so I will situate the model of character representation in relation to other approaches. In the second part of the talk I will explore a variety of examples taken from non-conforming male gender and migration narratives, to illustrate how this approach can help gain a better insight into how socially relevant characters are represented in picture books, and how multimodal discourse analysis can be used as a bridge between the text and the critical discussions in the classroom.


Elorza, I. (2023). Gender-inclusive picture books in the classroom: A multimodal analysis of male subjective agencies. Linguistics & Education 78 (2023) 101242. https://doi.org/10.1016/j.linged.2023.101242

Elorza, I. (2022). Ideational construal of male challenging gender identities in children’s picture books. In Moya-Guijarro, A. J. & Ventola, E. (eds.). A Multimodal Approach to Challenging Gender Stereotypes in Children’s Picture Books. Routledge, 42-68.

Halliday, M. A. K. (1978). Language as social semiotic: the social interpretation of language and meaning. Edward Arnold.

Kokkola, L. & Van den Bossche, S. (2019). Cognitive Approaches to Children's Literature: A Roadmap to Possible and Answerable Questions. Children's Literature Association Quarterly 44 (4), 355-363.

Kress, G., & Van Leeuwen, T. (2006). Reading images: The grammar of visual design (2nd ed.). Routledge.

Painter, C., Martin, J., & Unsworth, L. (2012). Reading visual narratives: Image analysis of children’s picture books. Equinox.

Izaskun Elorza is Associate Professor in English Language and Linguistics at the University of Salamanca, and Associate to CLIP (School of Education) in the University of Glasgow for 2023-2024. Izaskun leads the Research Group of Linguistic Descriptions of English (LINDES) of the University of Salamanca. She is concerned with the representation of socially relevant themes in discourse from the perspective of systemic functional linguistics and multimodal discourse analysis, and her recent work (Elorza 2022, 2023) delves into the multimodal characterisation of non-normative male protagonists in children’s picture books. Izaskun is now working on refining a model for analysing character representations in picture books as part of the Project: Children’s picture books about migration: Multimodal analysis and applicability in multicultural and multilingual environments (MIAMUL) (Project PID2021-142786OB-100 funded by MCIN/AEI/10.13039/501100011033 and by “ERDF A way of making Europe”).

More information about Izaskun at: https://lindes.usal.es/ and at https://miamul.es

Radical Pedagogies in Higher Education and Community Learning

Radical Pedagogies in Higher Education and Community Learning

Organisers:  Teresa Piacentini, Denize Ortactepe Hart, Dan Jordan, and Tina Behskenadze

Date: 21st May 2024, 10:00-14:00

Venue: The ARC, University of Glasgow

Abstract Deadline: 1st April 2024

This event  aims to connect research and researchers practicing or interested in developing radical pedagogies,  exploring what this means in practice and how we can use radical pedagogies to  delve into the root of learning and challenge normative ways of knowing, being and relating. To help locate what we mean in relation to your practice, we define radical pedagogies broadly, encompassing transformative approaches such as anti-oppressive, social justice-oriented, anti-racist, activist, decolonial, and anti-colonial methods. 

Abstracts of up to 250 words are invited, please see the detailed CfP below for further detail and the link to submit abstracts to.

Call for Abstracts link (accessed by University of Glasgow only)

Registration details to follow.

Previous Clippings

“Not your mom, teacher”: How intensive mothering shaped attitudes toward remote learning.

Parent engagement webinar

20th March at 15:30 GMT/11:30ET 

“Not your mom, teacher”: How intensive mothering shaped attitudes toward remote learning.


Talk by Dr. Jessica Calarco, Associate Professor at the University of Wisconsin-Madison.


By summer 2020, some parents—disproportionately affluent and white parents—were calling for schools to reopen, despite the continued threat of Covid-19. Efforts to explain these patterns have tended to focus on variations in families’ concerns about Covid-19 infections. Yet, given how approaches to parenting and parental involvement in schooling vary along socioeconomic and racial lines, and given how “intensive” parenting amplifies parental (and especially maternal) guilt and stress, there is also reason to suspect that the logics parents applied to remote learning shaped their experiences with and thus their preferences regarding the continuation of remote school. We investigated this possibility using data from 66 mothers of school-aged children, of varying socioeconomic status backgrounds, who completed in-depth interviews and/or wrote diary entries about their experiences with pandemic parenting between April 2020 and April 2021.


We found that mothers who took a more intensive approach to remote learning—prioritizing their children's academic achievement over other concerns and investing considerable time and energy in academic activities—experienced more role conflict around remote learning and thus burned out more quickly, leading them to be more interested in a rapid return to in-person school. We discuss the implications of these findings for research on intensive mothering, role conflict, burnout, and inequalities in health and education in the context of Covid-19.


Jessica Calarco is an Associate Professor of Sociology at the University of Wisconsin-Madison, an expert on inequalities in family life and education, and the author of the forthcoming book Holding it Together: How Women Became America’s Social Safety Net (Portfolio/Penguin, 2024). Her previous books include Qualitative Literacy: A Guide to Evaluating Ethnographic and Interview Research (with Mario Small), Negotiating Opportunities: How the Middle Class Secures Advantages in School, and A Field Guide to Grad School: Uncovering the Hidden Curriculum.

Please register here https://bit.ly/ParentEngagementWebinar3  

Event recording



Lessons Learned from Research on Systematic Parent Engagement

Lessons Learned from Research on Systematic Parent Engagement
Parent Engagement Webinar

February 21st at 4pm GMT/11 ET


Please register here https://bit.ly/ParentEngagementWebinar2


In her webinar, Professor Debbie Pushor (University of Saskatchewan) will briefly describe the study she undertook on systematic parent engagement in an elementary and a secondary school in Saskatchewan. She will then highlight some of the key lessons learned from that study regarding school leadership, teacher education, staffing of schools, who schools serve, use of the school building, and the positioning of parents on the school landscape. Debbie believes with the systematic engagement of parents and families in schools we can transform them from their current schoolcentric approach to one that is familycentric.

Debbie Pushor, PhD, is a mother of three adult sons, Cohen, Quinn, and Teague, and a former public school teacher, consultant, principal and central services administrator. Debbie completed her PhD at the University of Alberta, Canada. She is currently Professor Emerita, University of Saskatchewan, in Saskatoon, Canada.

In her 25 year program of research, Debbie has engaged in narrative inquiries into parent engagement and leadership, a curriculum of parents, parent knowledge, and systematic parent engagement. In her undergraduate and graduate teaching, Debbie’s life work has been to make central an often absent or underrepresented conversation about the positioning of parents in relation to school landscapes. With cohorts of graduate students, Debbie has: • Published two books: Portals of Promise:Transforming Beliefs and Practices through a Curriculum of Parents Living as Mapmakers: Charting a Course with Children Guided by Parent Knowledge • And has a third book in press: Fires of Change: A Year of Systematic Parent Engagement. • Produced a video series: Care as a Bridge Between Us: Living a Philosophy and Pedagogy of Parent and Teacher Engagement • Produced a podcast series: School Interrupte.

If you are interested in learning more about Debbie’s work, please visit her website at https://www.debbiepushor.ca/


Event recording

Parent and Family engagement: What we know, what we haven’t done, where we’re going

Parent and Family engagement: What we know, what we haven’t done, where we’re going

Parent Engagement Webinar

24th January, 4-5pm on Zoom

As far as children spend 80% of their waking hours at home and 20% at school (Wherry, 2004), parents, families, and communities play a crucial role in children's schooling, education, and learning.
Want to know more? We would like to invite you to our first Parent Engagement Webinar at the University of Glasgow that will take place on January 24th, 2023 at 16:00-17:00 GMT.

Parent and Family engagement: What we know, what we haven’t done, where we’re going

This talk will examine the research base underpinning work with families and communities, including the work in Wales around community focused schools.  It will also look at why, after so many years of research, we are still struggling to put such measures in place – and look at some of the possible solutions.

Janet Goodall is a Professor of Education at Swansea University, in the Department of Education and Childhood Studies – she is also the PGR lead for the Faculty of Humanities and Social Sciences.  Most of her work in the recent past has centred around parents’ engagement in learning, both in supporting work with schools, local authorities and third sector organisations, and in problematizing the field within the academic literature.

Event recording

Selecting and recommending Non-fiction picturebooks through CLPL opportunities

An enlightening day for exploring non-fiction picturebooks with insightful presentations, an engaging Scavenger Hunt, and book talks.

Friday, 24th November 2023 10:30 - 16:30 GMT

At the Advanced Research Centre (ARC), Studio 2, University of Glasgow, 11 Chapel Lane Glasgow G11 6EW

Non-fiction picturebooks are extraordinary windows and doors to the world's wonders, weaving history, science, cultures, real-life narratives, and the magic of exploration into their pages. Beyond knowledge and facts, non-fiction picturebooks, through words and images, build a bridge of conversations for readers of all ages to foster their understanding, compassion, curiosity, and love of the world.

We invite you to join us for an enlightening day dedicated to the exploration of non-fiction picturebooks. This event will include insightful presentations, an engaging Scavenger Hunt, and book talks. Our speakers will share the latest research and educational practices related to non-fiction picturebooks. The interactive book talks will invite you to explore the ways in which non-fiction picturebooks open windows to a vast world of knowledge and inspiration.

*Participants are encouraged to bring along a non-fiction picturebook that you'd like to share and discuss with fellow enthusiasts.

*Anyone who shares an interest in non-fiction children’s literature is warmly welcomed to attend.

*Please note that this is an in-person event, and the event is free with tea and coffee provided. This event is sponsored by the School of Education’s Clippings series.

A colourful pencil drawing of a young child who floats in a pond filled with lily pads, the words Celebrating Non-fiction Literature float in the water in front of her.


10:30-10:55 Tea and Coffee

10:55-11:00 Welcome

11:00-11:30 Presentation 1: Listen to the Universe! A science/children's literature collaboration- Dimitra Fimi

11:30-12:00 Presentation 2: From exalted saints to trailblazing rebels: A whistle-stop tour of children’s biographies about women from the 16th century to the present day- Louise Couceiro

12:00-12:30 Non-fiction Scavenger Hunt

12:30-13:30 Lunch Break

13:30-15:30 Book Talks from participants

15:30-16:00 Presentation 3: Sharing and recommending Non-Fiction picturebooks through CLPL opportunities- Pauline Bird

16:00-16:30 Presentation 4: Looking at the Moon through children's eyes: a multilingual perspective- Sally Zacharias

16:30- Closing Remarks

Plenary speakers

Dimitra Fimi is Professor of Fantasy and Children's Literature and Co-Director of the Centre for Fantasy and the Fantastic at the University of Glasgow. She has published extensively on J.R.R. Tolkien, children's fantasy, and myth and folklore in literature. During the last five years she has worked with colleagues in STEM subjects on science communication projects for children.

Louise Couceiro is a postdoctoral researcher at the University of Oxford, undertaking ethnographic research investigating the relationships between equity, digital technologies and teaching and learning. She completed her PhD at the University of Glasgow, exploring how children responded to contemporary biographies about women.

Pauline Bird is a School Communities Manager at Scottish Book Trust - a national reading and writing charity. She is also a qualified primary teacher, leading on Scottish Book Trust’s national training and development programmes for learning professionals. She graduated with an MEd in Children’s Literature and Literacies from the University of Glasgow in 2020.

Sally Zacharias is a Lecturer in the School of Education and is course lead for the MEd/MSc Teaching English as a Second or Foreign Language programme. Her scholarship and teaching interests revolve around Language Awareness for teachers and multilingualism.

All are welcome.

Please register via Eventbrite: https://www.eventbrite.ca/e/celebrating-non-fiction-picturebooks-november-tickets-751557598007?aff=oddtdtcreator

Dwy Iaith, Reo Rua: An Exploration of Dual Language Picturebooks in Aotearoa New Zealand and Wales

Title: Dwy Iaith, Reo Rua: An Exploration of Dual Language Picturebooks in Aotearoa New Zealand and Wales

We are pleased to invite you to a talk on multilingual picture books on 11th of October, from 4-5.30pm

Presenters: Nicola Daly (University of Waikato); Siwan Rosser (Cardiff University)

Date and time: Wednesday, October 11th. 4pm-5.30pm

Venue: St Andrew’s Building

A picturebook is held open on a desk


Research has begun to unpack the complexity and potential impact of picturebooks featuring multiple languages with regard to reflecting, supporting and growing linguistic diversity in families and educational contexts (e.g., Domke, 2019; Haf, 2019; Naqvvi et al, 2013; Zaidi, 2020). Furthermore, studies (e.g. Vanderschantz, 2022) reveal how the design of dual language texts can uphold or subvert dominant language ideologies. In order to explore approaches to the function of dual language picturebooks in bilingual settings, we offer a comparative analysis of the range and variety of dual language picturebooks in two contexts of linguistic marginalization and recent revitalisation, Aotearoa New Zealand and Wales. Our findings indicate the different positioning of Cymraeg (Welsh) and te reo Māori in relation to English and suggest the need for further research on how children and adults respond to dual language picturebook formats in relation to their attitudes to language and language learning. Finally, we share our current research concerning the use of dual language picturebooks to support Welsh language learning in English medium schools.


Nicola Daly is an Associate Professor in the Division of Education at the University of Waikato, Hamilton, New Zealand where she teaches courses in children’s literature and language learning and pedagogy. She is the Co-director of the Waikato Picturebook Research Unit. Her research focus is multilingual picturebooks and her recent publications can be found in The Linguistics Landscapes International Journal, the Journal of Multilingualism and Multiculturalism, and Children’s Literature in Education. She has been a recipient of several fellowships related to her research in children’s literature including a Fulbright New Zealand Scholarship (2019-2020); the Internationale Jugendbibliothek Fellowship (2017); the Marantz Picturebook Collection Fellowship (2016); the Dorothy Neal White Collection Fellowship (2014). She has also coedited several books including Daly, N., Limbrick, L. & Dix, P. (Eds.) (2018). Understanding ourselves and others in a multiliterate world.Trentham Press.

Siwan Rosser is senior lecturer and deputy head at the School of Welsh, Cardiff University and her research expertise focuses on Welsh literature for children and young adults. Since 2017, the findings of her review of Welsh books for children and young adults inform the Books Council of Wales’ strategy to support the children’s publishing industry, and her academic publications on topics such as translation and nationhood have established Welsh children's literature as a recognised and meaningful area of study. She has contributed chapters to publications such as Roald Dahl: Wales of the Imagination (ed. Walford Davies, 2016) and Didactics and the Modern Robinsonade (ed. Kinane, 2019). Her volume on nineteenth-century children’s literature and the concept of childhood, Darllen y Dychymyg (Reading the Imagination) (University of Wales Press, 2020), is the first monograph on Welsh literature for children and was awarded the Sir Ellis-Griffith Memorial Prize by the University of Wales and shortlisted for the Welsh Book of the Year Award 2021.

Please register via Eventbrite: https://www.eventbrite.co.uk/e/dwy-iaith-reo-rua-an-exploration-of-dual-language-picturebooks-tickets-732681799987?aff=oddtdtcreator

Chlidren's Cultures After Childhood - book launch

Date and time: 26th October, 3:30-4:40pm

Online on zoom. Please book via Eventbrite.

Online book presentation of Children’s Cultures After Childhood, edited by Justyna Deszcz-Tryhubczak and Macarena García-González. This book has been published by John Benjamins Publishing House and is formed by 13 chapters in which interdisciplinary researchers use new materialist concepts and approaches to explore intersections between cultural and childhood studies as well as other disciplinary fields.

The book presentation will take place on the 26th, 3:30-4:30 pm. 

Eventbrite link to book your place: https://www.eventbrite.com/e/childrens-cultures-after-childhood-book-presentation-tickets-729741415217?aff=oddtdtcreator

Zoom link for the launch: https://uofglasgow.zoom.us/j/84829595281

Book link (It’s open access!): https://www.jbe-platform.com/docserver/fulltext/9789027249593.pdf?expires=1696254674&id=id&accname=guest&checksum=C2DCBAC6EF358A803AD99D3F5CA5E1AC

 Children’s Cultures After Childhood book front cover

Book description: 

Children’s Cultures after Childhood introduces theoretical concepts from new materialist and posthumanist childhood studies into research on children’s literature, film, and media texts with attention to the entanglements of which they are part. Thirteen chapters by international contributors from diverse disciplinary fields (literary studies, cultural studies, media studies, education, and childhood studies) offer a cross-section of empirical and theoretical approaches in research in cultures, literacies and education. The chapters share an inspiration in the notion of “after childhoods”, proposed by Peter Kraftl, a children’s geographer, to conceptualize theoretical and methodological orientations in research on children’s lives and on past, present, and future childhoods. 



Justyna Deszcz-Tryhubczak and Macarena García-González


Contributors (and chapter titles):

Transcorporeality in 21st-century mermaid tales --Elisabeth Wesseling, University of Maastricht.

Messy assemblages: Interplay of the organic and the inorganic in children’s toy stories -- Shubhneet Kaur Kharbanda, University of Dehli.

Exploring animality and childhood in stop-motion animation Prokofiev’s Peter & the Wolf -- Kerenza Ghosh University of Glasgow | Roehampton University

Childhood and its afterlives: Spectrality and haunting in children’s literature --- Stella Miriam, University of Cambridge

Enacting the tween news viewer: Supernytt and its audience--  Linn C. Lorgen & Ingvild Kvale Sørenssen Norwegian University of Science and Technology

Dynamics of age and power in a children’s literature research assemblage -- Leander Duthoy, University of Antwerp

Fabric with feeling: Materiality, memory, and affect in Nina Sabnani’s Mukand and Riaz --- Niveditha Subramaniam, independent researcher (CLMC alumni)

Down the back of a chair: What does a method of scrabbling with Le Guin’s “Carrier Bag Theory of Fiction” offer conceptualizations of “the child” in the Anthropocene? --- Victoria de Rijke, Jayne Osgood & Laura-Rosa, University of Middlesex.

Weird readings and little machines: Against reading engagement --- Soledad Véliz, Universidad Católica de Chile. 

Literature and culture studies in classrooms: From petrification to spark -- Denise Newfield, University of the Witwatersrand

Afterword: New materialist insights for the text-based scholar --- Karen Coats, University of Cambridge

Bios of editors

Macarena García-González is a Marie Skłodowska-Curie Fellow at University of Glasgow with the project CHILDCULTURES: Challenging Adultism, Anthropocentrism and Other Exclusions with Children’s Literature and Culture. She is the author of Origin Narratives. The Stories We Tell Children about Immigration and International Adoption (2017), and Enseñando a sentir. Repertorios éticos en la ficción infantil (2021), as well as several articles and book chapters on children's literature and media, culture and education. She has recently co-edited Children’s Cultures After Childhood (John Benjamins 2023) with Justyna Deszcz-Tryhubczak and Campo en Formación. Textos clave para la literatura infantil a juvenil (Metales Pesados 2023) with Evelyn Arizpe and Andrea Casals. She has served to the IRSCL board from 2019-2023 and was the convener of the International Research Society for Children's Literature biannual congress in 2021. She is associated editor at Children’s Literature in Education and research associate at JOVIS.com at University Pompeu Fabra. 

Justyna Deszcz-Tryhubczak is an Associate Professor of Literature at the Institute of English Studies, University of Wrocław, Poland. She is the co-founder of the Center for Young People’s Literature and Culture and the Center for Research on Children’s and Young Adult Literature at the University of Wrocław. She published Yes to Solidarity, No to Oppression: Radical Fantasy Fiction and Its Young Readers (2016). She is the co-editor (with Irena Barbara Kalla) of Rulers of Literary Playgrounds Politics of Intergenerational Play in Children’s Literature (2021), (with Zoe Jaques) Intergenerational Solidarity in Children’s Literature and Film(2021), and (with Irena Barbara Kalla) Children’s Literature and Intergenerational Relationships: Encounters of the Playful Kind. She is Fulbright fellow (Rutgers University), Marie Skłodowska-Curie fellow (Anglia Ruskin University), and a grantee of the Polish Foundation for Science and the Polish National Agency for Academic Exchange. In the years 2017-2021, she served on the board of the International Research Society for Children’s Literature. She is the University of Wrocław co-ordinator of the Erasmus Mundus International Master: Children’s Literature, Media, & Culture.

2023 Museum and Heritage Education Symposium

Clippings is supporting the 2023 Museum and Heritage Education Symposium.

Through a series of interactive presentations and roundtable discussions, renowned academics and field practitioners will explore the impact of social, political, cultural, and technological influences on museum and heritage education at this in-person event. The key themes of Community, Collaboration, and Care will characterize the day.

Date: Wednesday, 13th September 2023, 9:30 AM - 2:30 PM

Location: Room 1115, Adam Smith Lecture Theatre, 28 Bute Gardens, Glasgow, G12 8RS

Museum and Heritage Education Symposium

A sandwich lunch and tea/coffee will be available for attendees, providing a break during the symposium event.

Please sign up via Eventbrite: https://www.eventbrite.co.uk/e/museum-and-heritage-education-symposium-tickets-691255161797

Posthumanist Concepts for More Response-able Research Practices

Workshop Thursday 24th August

Posthumanist Concepts for More Response-able Research Practices


Presenters: Dr. Justyna Deszcz-Tryhubczak (University of Wroclaw), Dr. Valentina Errázuriz (Pontificia Universidad Católica de Chile), Dr. Macarena García González (University of Glasgow), Kerenza Ghosh (University of Glasgow) and Mar Sánchez (University of Surrey).

In this workshop, we delve into how posthumanism and new materialism present conceptual openings for doing research differently. We will discuss the affordances and shortcomings of the concepts of "onto-epistemic injustice", "materiality", "care" and "assemblage". The workshop will be structured with short interventions of the five presenters opening the space for discussions about these and other posthumanist concepts.

This workshop is aimed at staff and PGR.



Thursday 24th August, 15:30 to 17:00.

European Conference on Educational Research (ECER) 2023

Clippings welcomes ECER organisers, delegates, and speakers throughout August.

21 - 22 August 2023 - Emerging Researchers' Conference, ERC
22 - 25 August 2023 - European Conference on Educational Research, ECER

ERC and ECER takes place in person at the University of Glasgow.


Children’s Culture for the Anthropocene: Entanglements of Life, Death, and Matter in Shaun Tan’s Tales from the Inner City

Lecture by Dr. Justyna Deszcz-Tryhubczak

Children’s Culture for the Anthropocene: Entanglements of Life, Death, and Matter in Shaun Tan’s Tales from the Inner City

Tuesday, August 29th. 3pm-4pm.

This talk will be in-person and streamed live online and is open to all.


The Anthropocene poses unprecedented epistemological and affective challenges to all those concerned with current and future childhoods: It is children that already are and will be most impacted by the radical uncertainties of the vanishing world (Häggström and Schmidt 2022) or the end of the world as we know it (e.g. Tsing 2015, Lo Presti 2022). We now are realizing increasingly acutely that it is already too late to reverse anthropogenic damage to the planet and that -- rather than being in control of the Earth as a human habitat -- humankind is just one of many elements of the planetary system and may disappear along with other species and earthly entities (Colebrook 2010). As a children’s culture scholar from Wrocław, Poland, a place that frequently registers the worst air quality in the world and that just last summer witnessed a massive ecological disaster on the Odra River, the heart of the city and the region, I wonder about the significance of cultural texts addressed to young audiences and about the role of scholarship in this field in facing the (post-)Anthropocene.

In this talk, I draw on posthumanist childhood studies (e.g. Kraftl 2020, Pacini-Ketchabaw and Blaise 2021, Murris and Osgood 2022) to invite a reflection on whether the dominant pedagogical project of children’s culture as shaping young people into saviors of the planet and custodians of ecocentric futures (e.g. Goga et al. 2018; Oziewicz 2022) should admit a creative and critical orientation towards “staying with the trouble” (Haraway 2016) of the entanglements of human and more-than-human lives and deaths. Thinking with Shaun Tan’s Tales from the Inner City (2018) as an example of such an orientation in children’s literature (cf. Kerslake 2022 and Hunt 2022), I ask in particular how our scholarship can be a form of caring for the damaged planet by preventing the shock of the ecological loss from wearing off. I conclude with a question about what kind of hope and consolation – for children and adults – can emerge in such practices.


Justyna Deszcz-Tryhubczak is an Associate Professor of Literature at the Institute of English Studies, University of Wrocław, Poland. She is the co-founder of the Center for Young People’s Literature and Culture and the Center for Research on Children’s and Young Adult Literature at the University of Wrocław. Her interests include child-led research, posthumanism, and new materialism. She published Yes to Solidarity, No to Oppression: Radical Fantasy Fiction and Its Young Readers (2016). She is the co-editor (with Irena Barbara Kalla) of Rulers of Literary Playgrounds Politics of Intergenerational Play in Children’s Literature (2021), (with Zoe Jaques) Intergenerational Solidarity in Children’s Literature and Film (2021), and (with Irena Barbara Kalla) Children’s Literature and Intergenerational Relationships: Encounters of the Playful Kind. She is Fulbright fellow (Rutgers University), Marie Skłodowska-Curie fellow (Anglia Ruskin University), and a grantee of the Polish Foundation for Science and the Polish National Agency for Academic Exchange. In the years 2017-2021, she served on the board of the International Research Society for Children’s Literature. She is the University of Wrocław co-ordinator of the Erasmus Mundus International Master: Children’s Literature, Media, & Culture.


Please register online for this event (both online and in-person attendees):

Eventbrite: https://www.eventbrite.com/e/childrens-culture-in-the-anthropocene-hybrid-tickets-667820879227?aff=erelpanelorg

Radical Knowledge Formations from anti-racist perspectives

The University of Glasgow, College of Social Science’s ‘Addressing Inequalities’ Interdisciplinary Research Theme, Global Majority Network and the School of Education, CR&DALL are pleased to invite you to ‘Radical Knowledge Formations from anti-racist perspectives’, a seminar and book launch event focusing on anti-racist education, pedagogy and collaborations! 

Date: Thursday, 17th  August, 14:00 – 16.00; Followed by reception till 17:30. 

The event is open to all academic staff, students and teachers from across the University.

Event programme

A full description of the event, including a link to the Eventbrite page, is as follows:   

Introduction and Welcome by Prof. Lubna Nasir, Professor of Comparative Oncology in the School of Biodiversity, One Health and Veterinary Medicine, MLVS. Lubna is the current Equality, Diversity and Inclusion (EDI) Director is SBOHVM, Chair of the MVLS College EDI Committee and co-chair of the University of Glasgow Global Majority Network.  

‘University of Glasgow Anti-Racism Initiatives’. Presented by Dr Uzma Khan, Vice-Principal Economic Development and Innovation, Race Equality Champion, University of Glasgow. 

'Combating Anti-Asian Racism and Xenophobia in Canada: Toward Pandemic Anti-Racism Education in Post Covid-19 .' Professor Shibao Guo, Werklund School of Education at the University of Calgary, Canada.  

Since the outbreak of the global pandemic, there has been a surge in anti-Asian racism and xenophobia across Canada toward people of Chinese descent. Guo's presentation critically analyses incidents against Chinese Canadians who were reported in popular press during the pandemic pertaining to anti-Asian and anti-Chinese racism and xenophobia in multicultural Canada. To combat and eliminate racism, he proposes a framework of pandemic anti-racism education for the purpose of achieving social justice in post-COVID-19 Canada.  

'Social Justice and the Language Classroom.'  Dr Deniz Ortaçtepe Hart, School of Education, University of Glasgow. Lecturer, specializing in TESOL (Teaching English to Speakers of Other Languages) programme.  

Book Launch: A resource book for action and transformation 'Social Justice and the Language Classroom' challenges the idea of classrooms as neutral spaces and encourages readers to become advocates, allies, and activists. It addresses issues of inequity, marginalization, discrimination, and oppression faced by language learners from diverse backgrounds and provides practical tools, examples, lesson plans, and activities to promote social justice in language teaching. It emphasizes intersectionality, global competence, and draws from critical pedagogy, political economy, critical race theory, feminist pedagogy, and queer theory to help readers recognize and address systems of oppression and inequality.  


The main event will run from 2pm-4pm, Room 237B the ARC building, University of Glasgow. This will be followed by a drinks reception at the Atrium 4pm – 5.30pm We look forward to welcoming you.  

To ensure your place, please reserve a free ticket via our Eventbrite: https://www.eventbrite.co.uk/e/radical-knowledge-formations-from-anti-racist-perspectives-tickets-662332021907?aff=oddtdtcreator

Addressing Inequalities: https://www.gla.ac.uk/colleges/socialsciences/research/interdisciplinaryresearchthemes/addressinginequalities/  

Global Majority Network: https://www.gla.ac.uk/myglasgow/equalitydiversity/staff/bame/#uofgglobalmajoritynetwork 

CR&DALL: https://cradall.org/   

Challenging normalised inequities within the school system in the global North

The School of Education at the University of Glasgow is pleased to invite you to ‘Challenging normalised inequities within the school system in the global North’, a research seminar that will address the everyday forms of normalising inequities, whether in terms of religious identities, race or language, experienced by migrant and refugee students in Canada and Scotland.


  • Yan Guo, Professor of Language and Literacy, Werklund School of Education,  University of Calgary, Canada; 
  • Dr Nihaya Jaber, School of Education, University of Glasgow; 
  • Alison Mitchell, Headteacher in Residence, School of Education, University of Glasgow.

Date: 16 August 2023, 1400-1600, with High Tea!

Location: Rm 432, St. Andrews Building, 11 Eldon Street, Glasgow, G3 6NH

The event is open to all academic staff, students and teachers from across the University and beyond. 

We look forward to welcoming you. To ensure your place, please reserve a free ticket via our Eventbrite: https://www.eventbrite.co.uk/e/challenging-normalised-inequities-tickets-677955060837?aff=oddtdtcreator

Master Keys: Images and Words that Open Doors

Children’s Literature and Literacies & Museum Education Miniconference

“Master Keys: Images and Words that Open Doors”

May 19th 2023, 14:00-17:00, at the St Andrew’s Building. Room 432.

 A child holds a kite with 'Master Keys' written on it. A tree in the background has keys on it and birds that are keys fly around the scene.

The Miniconference “Master Keys: Images and Words that Open Doors” considers reading and interpreting picturebooks from a range of different perspectives and disciplines and is thus closely linked to literacy, one of the main research areas within CLIP.

Organised by three CLIP PGT programmes - MEd in Children’s Literature and Literacies, International Master Children’s Literature, Media and Culture and MEd in Museum Education - it includes visiting speakers from partner Iberoamericana University in Mexico City as well as CLL Alumni, one of whom has recently received the UK Literacy Association (UKLA) Dissertation Award.

The event will close with the book launch of Children Reading Pictures: New Contexts and Approaches to Picturebooks by Evelyn Arizpe, Kate Noble and Morag Styles which also features a picturebook project with CLL Alumni.

Provisional timetable


Dr Elizabeth Dulemba (Winthrop University & Hollins University, USA): “Keys to Understanding How Picture Book Images Work”

Dr Ivonne Lona (Universidad Iberoamericana, Mexico): “Keys for Interpreting Picturebooks”

Barbara Katharina Reschenhofer (University of Vienna, Austria) "Home-Away-Here: The multimodal construction of flight in contemporary anglophone picturebooks"


Dr Cutzi Quezada: (Universidad Iberoamericana, Mexico):  "Key Elements in Reading Mediation"

Dr Sonia Montes (Universidad Iberoamericana, Mexico): "Keys to Reading Contemporary Poetry in Indigenous Languages of Mexico

Dr Margaret McColl (University of Glasgow, UK): “Opening Museum Doors through Picturebooks”

Book Launch for Children Reading Pictures: New Contexts and Approaches to Picturebooks, co-authored by Evelyn Arizpe, Kate Noble and Morag Styles (Routledge 2023)

Reception with refreshments

Future workshops

1. Dr Ivonne Lona (Universidad Iberoamericana, Mexico) “The Role of the Design in Picturebooks”

identificar los elementos del diseño en un libro-álbum.la conceptualización de Suzy Lee y mi teoría.

2. Dr Cuzi Quezada (Universidad Iberoamericana, Mexico) “Prize-winning picturebooks”

Workshops will take place 22nd May, 4-6pm in the St Andrew's Building Room 230.


Please email Evelyn Arizpe for more information: Evelyn.Arizpe@glasgow.ac.uk

Book your place

Book your place via the Eventbrite: https://masterkeys.eventbrite.co.uk

26th April 2023: Quilt event

Quilt event

Lisa Bradley and Mindy Ptolomey

26th April 2023, 15:15-17:15

An interactive in-person event at the St Andrew's Building, University of Glasgow in room 559B.

Our event sees the launch of a School of Education arts-based research project aimed at creating a patchwork quilt which illustrates, celebrates, and upholds the diverse pasts, presents and futures of the School. The session explores the radical potential of quilting as an anti-colonial practice, placing it in dialogue with other non-traditional academic mediums and modes; as well as invites attendees to ‘feel out’ and activate material, tactile and embodied modes of knowing and meaning-making in an interactive exchange.

Please register via Eventbrite: https://www.eventbrite.com/e/clippings-hosted-quiltings-event-tickets-620627733257

Education, Language and Internationalisation Network (ELINET)

ELINET launch and 1st annual conference

Podcast with Nadia Lamprecht, Effie Samara, and Joséphine Sangaré

In early April, the Clippings team met with three of the student organisers from the Education, Language and Internationalisation Network (ELINET) and for the first ELINET conference. The team told us about their experiences of being postgraduate research and taught students leading a conference and we reflected on the impact of this on research directions and on teaching practice.

Blackboard with Hello, Hi, How are you? written on it

Podcast Speakers

Nadia Lamprecht - Conference Manager

My name's Nadia and I am a South African, but I feel like I am a citizen of the planet because I LOVE traveling! I recently completed an MEd in TESOL, and my dissertation was being published with ProQuest. The focus of this was on syllabus design. I have taught English as second language in South Africa, France, the UK and Poland and have more than 13 years’ experience in this. Teaching is my passion. I am proud to say that I have a published novel too! My experience as class rep for MEd sparked my interest in becoming more involved in the alumni network! I hope to start doctoral studies in 2023 and to pursue more knowledge in the field of Global Englishes.

Effie Samara

My PhD explored the political dramaturgy of exile as both performance restorative practice.  I specialise in participatory and reconciliatory art and on building community and possibility in times of acute danger. In my role as UNESCO Affiliate Artist, I write extensively on decolonial theory, pedagogy and political practice. My connection to the Network is linguistic and intercultural practice between the Anglosphere and the wider world and bridging research and practice through interventionist performance, artistic collaboration and community projects.

Joséphine Sangaré

I am a PhD Candidate at the School of Law with a great passion for teaching. The ways people communicate and languages evolve has always fascinated me.  Contributing to an internationalisation network gives me the opportunity to apply my experience form organising academic events and learn about more about building research networks. My role as project intern is the organisation of the conference events and this podcast.

The podcast is available on Spotify below. You can also access a captioned version of the podcast here: https://mediaspace.gla.ac.uk/media/Clippings+interview+with+ELINET+team+-+March+2023/1_yi73i30h with a downloadable transcript.

To find out more about the ELINET conference (13th and 14th April, in person at the University of Glasgow), visit the network's website: https://elinet.org.uk

8th December 2022: Black Student Teachers Experiences of Racism in the White School

Black Student Teachers Experiences of Racism in the White School: Strategies of Resilience and Survival

Jason Arday, Srabani Maitra, and Veronica Poku

8th December 2022, 12:00-13:30

Online, via Zoom Webinar

Front cover of Veronica Poku book

We are excited to share this online book launch and panel discussion event, to be held on 8th December 2022. This event will be held online, via a Zoom Webinar. Registration will be required - more details to follow.

This book looked into the experiences of African and African- Caribbean student teachers whilst training for their Primary PGCE (Postgraduate Certificate in Education) and on school placements in South London Primary Schools. Their narratives detailed their experiences of dealing with racism in its more covert forms. What emerged were stories of resilience and triumph.

Dr. Veronica Poku is Head of MA Education: Culture, Language and Identity as well as a lecturer and researcher in the field of educational studies at Goldsmiths College, University of London. Her research for this book made use of critical race theory and narrative inquiry when working student teachers.

Please register for this event here: https://uofglasgow.zoom.us/s/86910097868

October 2022: Design, Play, and Partnership in Pedagogies for Sustainable Futures

Joint CR&DALL and CLIP in-person event:

Design, Play, and Partnership in Pedagogies for Sustainable Futures: A panel presentation by leading international scholars

4:00-5:30pm, Thursday 20th October 2022

St. Andrew’s Building (room 227), 11 Eldon St, Glasgow, G3 6NH

A young child blows a bubble towards the camera with a bubble wand.

Culture, Literacies, Inclusion and Pedagogy (CLIP) Research & Teaching Group, University of Glasgow and CR&DALL are delighted to welcome an esteemed group of educational and thought leaders from across the world to bring critical and pivotal conversations to our community this month. Prof Jennifer Rowsell (University of Sheffield) is a leading global expert in literacies education; Dr Carmen Medina (University of Indiana) is an expert in Latina, postcolonial, and critical literacies; Rakhat Zholdoshalieva (UNESCO’s Institute of Lifelong learning) is a Programme Lead in Literacies Education for development; Prof Lisa Grocott (Monash University, Australia) is a designer, and director of WonderLab, a centre for designing transformative pedagogical encounters; Dr Nancy Palacios Mena (Universidad de los Andes, Colombia) is an expert in place-based teacher education;  and Dr Diane Collier (Brock University, Canada) is an expert in visual and critical literacies with young children. 

In this event we will hear brief contributions from each in the theme of play, creativity, design, and partnership for the needs of contemporary education. Based on these inputs, a facilitated Q & A will put these scholars into conversation with each other and us in the School of Education. 

The event will culminate in the launch of two new books: Design for Transformative Learning (2022) by Lisa Grocott; and Playful Methods: Engaging the Unexpected in Literacy Research (2022) by Medina, C.L.; Perry, M.; & Wohlwend, K.  


Drinks and snacks will be provided, and an excellent opportunity to network and stimulate new ideas and directions. 

Please register via Eventbrite: https://www.eventbrite.co.uk/e/design-play-and-partnership-in-pedagogies-for-sustainable-futures-event-tickets-432528623757

Event recording transcript: https://docs.google.com/document/d/176LWhKz0d3OqkrTPGot8BnLZpTCBYei5/edit?usp=share_link&ouid=103363533165816295342&rtpof=true&sd=true

Professor Mia Perry tells us about play, creativity, design and partnership.

We were so happy to meet with Prof. Perry and speak with her about her October Clippings event, Design, Play, and Partnership in Pedagogies for Sustainable Futures.

September 2022: Autistic School Staff Project Book Launch

Autistic School Staff Project Book Launch

10th September 2022

St. Andrew's Building with cherry blossom trees in the foreground.

Online workshop and book launch from the Autistic School Staff Project for which CLIP member Dr Rebecca Wood is Principal Investigator.

The work celebrates the launch of Learning From Autistic Teachers: How to be a Neurodiversity-Inclusive School, 2022, by Rebecca Wood, Laura Crane, Francesca Happé, Alan Morrison, and Ruth Moyse (eds.), published by Jessica Kingsley Publishers and funded by the Scottish Autism and the John and Lorna Wing Foundation.

Related upcoming events:

29th September 2022: NAHT (National Association of Head Teachers) Equalities Conference - Intersectionality - Who do you think you are?

8th October 2022: Autism Europe (Krakow, Poland) International Congress. A Happy Journey Through Life. Symposium Rebecca Wood, University of Glasgow, Dr Anna Gagat-Matula [Pedagogical University of Krakow, Poland], and Dr Kristen Bottema-Beutel [Boston College, Massachusetts, US], from the Autistic School Staff Project.

5th November 2022: The Autism/Asperger Network Connections Conference (US): Rebecca Wood, CLIP, University of Glasgow and Dr Kristen Bottema-Beutel, Autistic School Staff Project. 

23rd February 2023: Reframing Autism Innovations in Autism Education conference (neuroinclusive, neuroaffirming schooling) (Australia)

Resources from Therapist Neurodiversity Collective may be of interest.

Clippings Organising Committee

Clippings is led by:

Dr Libby Nelson

Dr Nicole Smith