Liz Latto

Teaching Fellow in Childhood Practice


Liz Latto is a teaching fellow within the Institute for Education, Community and Society (IECS), University of Edinburgh. Prior to this she worked as a primary school and early years teacher within various local authorities in Scotland for 15 years. Liz is currently completing her doctorate investigating what influences practitioners’ perceptions of their professional identities, drawing on posthuman and feminist materialist theories. Her research interests include using posthuman, relational lenses to understand how structures of inequality are embedded and perpetuated within society.


PGDE (Primary), University of Edinburgh

MPhil Latin American Studies, University of Glasgow

BA (Hons) Applied Consumer Studies (Housing), Queen Margaret College, Edinburgh

Responsibilities & affiliations

Co-convenor SERA Early Years Network, 2019 - present

Undergraduate teaching

BA Childhood Practice Children and Childhoods Course Organiser

BA Childhood Practice Children and the Family Course Organiser

BA Childhood Practice Children's Health & Wellbeing Course Organiser

BA Childhood Practice Childhood Practice Research Project Supervisor

Postgraduate teaching

MSc Education (All pathways) Dissertation supervisor


Research summary

Using posthuman and feminist materialist theories to examine professional identities within Early Learning and Childcare (ELC) in Scotland and beyond.

I am also interested in how posthuman and feminist materialist thinking can help re-imagine research methodology to include materialities, affect and relationalities, working towards a more affirmative, generative and socially just research praxis.

Ovington, J. A., Albin-Clark, J., Latto, L. and Hawxwell, L. (Forthcoming). ‘Disrupting qualitative research. A bag-lady-narrative-methodology’ Routledge Encyclopedia of Research Methods.

Latto, L., Ovington, J., Hawxwell, L. Albin-Clark, J., Isom, P., Smith, S., Ellis, S., Fletcher-Saxon,J. (2022) Diffracting Bag Lady Stories and Kinship:Cartogra-ph-ying and Making-WithOthers in More-Than-Human Affirmative Spaces. Cultural and Pedagogical Inquiry, Summer 2022, 14(1), pp. 152-165

Ovington., J., Albin-Clark, J., Latto, L., and Hawxwell, L. (2022). ‘Matter matters’: Knowledge-ing with kin through collective storytelling. Blog [online]. 10 January. Available from: 

Albin-Clark, J., Latto, L., Hawxwell, L. and Ovington, J. (2021). ‘Becoming-with response-ability: How does diffracting posthuman ontologies with multi-modal sensory ethnography spark a multiplying femifesta/manifesta of noticing, attentiveness and doings in relation to mundane politics and more-than-human pedagogies of response-ability?’, entanglements, 4(1) pp. 21-31