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Gabrielle Cliff-Hodges


  • University Senior Lecturer in Education

E-mail Address


01223 767638


  • BA Hons English Language and Literature: University of Newcastle upon Tyne
  • PGCE English and Drama: Homerton College, Cambridge
  • MA English Language and Literature in Education: University of London Institute of Education
  • PhD: University of London Institute of Education

Membership of Professional Bodies/Associations

  • British Educational Research Association: Member
  • National Association for the Teaching of English: Member
  • National Association for the Teaching of English: Initial Teacher Education Committee
  • United Kingdom Literacy Association: National Council
  • International Literacy Association: Member
  • Fellow of the English Association
  • Cambridge Journal of Education: Editorial panel
  • English in Education: Editorial panel
  • Literacy: Editorial advisory group

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Gabrielle Cliff Hodges taught in three 11-18 comprehensive schools in Cambridgeshire, in the last as Head of English, before moving into teacher education at Homerton College in 1993 and subsequently the University of Cambridge Faculty of Education in 2001. She co-ordinates and teaches on the Secondary English PGCE course, as well as contributing to the MEd in Researching Practice and MPhil in Critical Approaches to Children's Literature. She is an Executive Council member of the United Kingdom Literacy Association. She is also active in the National Association for the Teaching of English as a member of the Initial Teacher Education Committee. She was Chair of NATE from 1996-8 during which time she was centrally involved in national debates about the teaching of English and literacy and the future of English as a curriculum subject.

Academic Area/Links

  • English
  • Literacy
  • Drama
  • Secondary education
  • Pedagogy, Language, Arts, Culture and Education (PLACE) research group

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Research Interests

  • English teaching in secondary schools
  • Reading in the secondary age range
  • Teaching literature
  • Use of language in the classroom
  • Teacher education

Recent Research Projects

Her recent research has focused on students' development as readers and aims to discover more about the social and intellectual processes involved. She is interested in students' own views about what motivates and supports their development as committed, habitual readers who read for a variety of purposes and pleasures, both within and beyond the context of school.

She was also a member of the interdisciplinary team working on the wREPLACE research project exploring children's place-based identities through reading and writing. 

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Course Involvement

  • Secondary PGCE: English
  • MEd: Researching Practice 5-18 (Primary and Secondary Schools)
  • PCPS: Planning for Innovation in English Teaching
  • PhD: supervision 

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Cliff Hodges, G. (2018). Reasons for reading: Why literature matters. In A. Goodwyn, C. Durrant, L. Reid and L. Scherff (Eds) International perspectives on the teaching of literature in schools: Global principles and practices. London: Routledge.

Cliff Hodges, G. (2017). The value of studying young adult literature at Key Stage 3: Coram Boy by Jamila Gavin. The Use of English, 68 (3) 46-59.

Cliff Hodges, G. (2016). Becoming poetry teachers: Studying poems through choral reading. Changing English: Studies in Culture and Education, 23 (4) 375-386. Online at:

Cliff Hodges, G. (2016). Reading as a cultural practice. The English Association Newsletter, 212, 20-23.

Cliff Hodges, G. (2016). Re-imagining reading. In L. McKechnie, K. Oterholm, P. Rothbauer and K. I. Skjerdingstad (Eds) Plotting the Reading Experience: Theory / Practice / Politics. Ontario: Wilfrid Laurier University Press.

Cliff Hodges, G. (2016). Researching and teaching reading: Developing pedagogy through critical enquiry. London: Routledge.

Cliff Hodges, G. (2014). Critical enquiry, research and sustainability in teacher education. Proceedings of Bilkent Graduate School of Education 11th International Conference, Making Connections: Education for a Sustainable Future, held at Bilkent Erzurum Laboratory School, Erzurum, Turkey 29-30 May 2014.

Cliff Hodges, G. (2014). Speaking and listening. In J. Davison & C. Daly (Eds) Learning to Teach English in the Secondary School (4th edition) (49-8). London: Routledge.

Cliff Hodges, G. (2014). Possibilities with poetry. In J. Davison & C. Daly (Eds) Learning to Teach English in the Secondary School (4th edition) (183-205). London: Routledge.

Pollard, A., Cliff Hodges, G., Dudley, P., James, M., Linklater, H., Swaffield, S., Swann, M., Turner, F., Warwick, P., Winterbottom, M. & Wolpert, M.A. (2014). Reflective Teaching (4th edition). London: Bloomsbury.

Charlton, E., Cliff Hodges, G., Pointon, P., Spring, E., Taylor, L., Wyse, D. (2014). My Place: Exploring children’s place-related identities through reading and writing. Education 3-13, 42 (2), 154-170.

Cliff Hodges, G. (2013). Reading within families: Taking a historical perspective. Changing English: Studies in Culture and Education, 20 (2) 182-193.

Cliff Hodges, G. (2013). Assessment of English at Key Stage 4: An imaginative and creative view. The Use of English, 64 (2) 34-38.

Cliff Hodges, G. & Davies, B. (2013). Guest editors/editorial. Literacy, 42 (1) 1-3 Special edition: Narrative and Literacy.

Cliff Hodges, G. (2013). Author interview with Kevin Crossley-Holland. English 4-11, Number 47.

Cliff Hodges, G. (2012). Research and the teaching of English: Spaces where reading histories meet. English Teaching: Practice and Critique, 11 (1) 7-25.

Wyse, D., Nikolajeva, M., Charlton, E., Cliff Hodges, G., Pointon, P. & Taylor, L. (2012). Place-related identity, texts, and transcultural meanings. British Educational Research Journal, 38 (6) 1019-1039.

Cliff Hodges, G. (2011). Opinion piece in The future of English: One subject, many voices. EnglishDramaMedia, Issue 20, 23.

Charlton, E., Wyse, D., Cliff Hodges, G., Nikolajeva, M., Pointon, P. & Taylor, L. (2011). Place-related identities through texts: From interdisciplinary theory to research agenda. British Journal of Educational Studies, 59 (1) 63-74.

Cliff Hodges, G. (2011). Textual drama: The value of reading aloud. EnglishDramaMedia, Issue 19, 19-26.

Cliff Hodges, G. (2010). Rivers of reading: Using critical incident collages to learn about adolescent readers and their readership. English in Education, 44 (3) 181-200. 

Cliff Hodges, G., Nikolajeva, M. & Taylor, L. (2010). Three walks through fictional fens: Multidisciplinary perspectives on Gaffer Samson's Luck. Children's Literature in Education, 41 (3) 189-206.

Cliff Hodges, G. (2010). Reasons for reading: Why literature matters. Literacy, 44 (2) 60-68.

Cliff Hodges, G., Binney, A. & Evans, E. (2010). Planning for Innovation in English Teaching. Leicester: UKLA.

Cliff Hodges, G. (2009). Children as readers. Education 3-13, 37 (2)165-176.

Cliff Hodges, G. (2008). Guest editor/editorial. English in Education, 42 (1) 1-5 Special edition: Teaching Literature.

Stevens, D., Cliff Hodges, G., Gibbons, S., Hunt, P. & Turvey, A. (2006). Transformations in learning and teaching through initial teacher education. Literacy, 40 (2) 97-105.

Cliff Hodges, G. (2005). The reader, the poem and the camcorder: using camcorders as notebooks for the study of poetry. English Teaching: Practice and Critique, 4 (1) 70-80.

Cliff Hodges, G. (2005). Creativity in education. English in Education, 39 (3) 47-61.

Cliff Hodges, G. (2002). Learning through collaborative writing. Reading Literacy and Language, 36 (1) 4-10.

Cliff Hodges, G., Moss, J. & Shreeve, A. (2000). The future of English. English in Education, 34 (1) 1-11.

Bearne, E. & Cliff Hodges, G. (2000) Reading rights and responsibilities, in J. Davison & J. Moss (Eds) Issues in English Teaching. London: Routledge.

Cliff Hodges, G. (2000). Trafficking in human possibilities, in G. Cliff Hodges, M. J. Drummond & M. Styles (Eds) Tales, Tellers and Texts. London: Cassell.