Through the tunnel
thoughts rush along, to one point of illumination which reveals a perfect thought, phrase, opening sentence, chapter heading or even, as once happened, a perfect paragraph - seen in clarity - such clarity that you could never imagine losing it.
Fail to catch it there and then, however, and it disappears like smoke.
On other days, the thought tunnel is clogged, fogged, duvet-filled and impossible to work through. Instead I begin to think about dinner preparations, whether I left the iron on, or what members of the family are doing.Thoughts drift...
Sunday, 16 March 2014
Monday, 10 March 2014
Stringency, standards and the bigger picture
Recently I was given the opportunity to sit on a Periodic Review panel, as part of the university's wide-ranging quality assurance programme.
This took place over four intensive days, and featured a series of meetings and visits to review the academic provision of one particular school. Of the nine members of the panel, three had a direct connection with the field, and the rest of us were a range of other subjects and roles.
The chair and head of quality assurance impressed me through their professional, efficient and good-humoured approach to a very demanding programme. All meetings kept to time, and were highly focussed on the task in hand, namely, to assess the academic, practical and organisational provision of courses in the department. The end result, using the expertise of the whole panel, was a thoughtful analysis of the four days' investigation.
My perspective was that of a student of Bath Spa University, and drew on the past few years of my experience at this institution. This has included undergraduate and postgraduate work, and covers multi-site and cross-disciplinary study, as well as an appreciation of the needs of many ages and types of students.
The experience of working on the panel has been invaluable, as well as serving to contextualise my own work and knowledge. I've been able to reflect on my own practice, whether that includes studying, researching, mentoring or teaching, and to appreciate where this all fits into the bigger picture of university life as a whole.
Academics are often accused of working too much within their own fields; of 'silo' mentality. Working as I do across the spectrum of History and Heritage (I have a degree in each) this has been a frustration to me on several occasions, and I continue to include myself in both camps. I find this useful, as it widens my perspective in a number of ways. These four days on the panel have shown me more reasons why this introversion might occur, why it is difficult to change, and also why it should change. Academics have a lot to offer one another, not least the opportunity to reflect on excellent practice. We need to know what works, why, and how it could be even better.
This took place over four intensive days, and featured a series of meetings and visits to review the academic provision of one particular school. Of the nine members of the panel, three had a direct connection with the field, and the rest of us were a range of other subjects and roles.
The chair and head of quality assurance impressed me through their professional, efficient and good-humoured approach to a very demanding programme. All meetings kept to time, and were highly focussed on the task in hand, namely, to assess the academic, practical and organisational provision of courses in the department. The end result, using the expertise of the whole panel, was a thoughtful analysis of the four days' investigation.
My perspective was that of a student of Bath Spa University, and drew on the past few years of my experience at this institution. This has included undergraduate and postgraduate work, and covers multi-site and cross-disciplinary study, as well as an appreciation of the needs of many ages and types of students.
The experience of working on the panel has been invaluable, as well as serving to contextualise my own work and knowledge. I've been able to reflect on my own practice, whether that includes studying, researching, mentoring or teaching, and to appreciate where this all fits into the bigger picture of university life as a whole.
Academics are often accused of working too much within their own fields; of 'silo' mentality. Working as I do across the spectrum of History and Heritage (I have a degree in each) this has been a frustration to me on several occasions, and I continue to include myself in both camps. I find this useful, as it widens my perspective in a number of ways. These four days on the panel have shown me more reasons why this introversion might occur, why it is difficult to change, and also why it should change. Academics have a lot to offer one another, not least the opportunity to reflect on excellent practice. We need to know what works, why, and how it could be even better.
Thursday, 13 February 2014
Hiccups...
Its been a funny old week.
Flashback to last Friday and another wet and windy evening.
And then, a text from my supervisor telling me that my application to register (the second hurdle of PhD life) had not been approved...
I was torn between tears, anger, bitterness and dejection, so after trying out all four emotions for size, I slept on it.
The next few days left a residue of those initial feelings, but gradually I've been able to look at the situation sensibly, and take the opportunity to evaluate where I am with all this at the moment.
Recently, whenever I've talked to people about my research, the emphasis shifts with each conversation. Far from convincing me that I simply had so much to talk about, (maybe those 80,000 words will come easily, I kidded myself...) I realised my ideas were still confused, unfocussed and needing a big kick up the bum, to be honest.
So having the application to register pushed back for amendments has been a blessing. Not only has it reminded me to be as stringent as I can at every stage, its also allowed me to shift my emphasis. A lightbulb has flashed on and I can see a way forwards. A few weeks ago I found a speech written by Mary Dawson in the 1950s, which puts into 5 pages of heartfelt prose, her whole ethos for what she set out to achieve at Newton Park College. It is the document I hoped to find, but didn't think I ever would. I now feel confident that there is a strong thread to follow, and that I can describe the postwar generation of women as one which, far from being hurled 'back' into domesticity, actually trained, worked, raised children and worked again successfully. In the terms of the society around them, they had knowledge that some of the battles of the previous generation of women had been 'won', and that progress would continue.
In all the research papers I've read so far, and in all the oral history interviews, there is little evidence of a feminist narrative. Reading around this, and also thinking about the women I grew up amongst, I can see this absence as a positive area to explore.
So - I now have these as my research headings, and I think they make more sense and give more direction.
1. Origins of Newton Park College & educational requirements of the postwar era
2. Mary Dawson’s role
3. Community, Place and Memory
4. Feminist tropes of the 1950s and 1960s – ‘agents for change and a battle fought?’
So, just a hiccup. And one that was well worth having!
Wednesday, 5 February 2014
British Library Doctoral Day
Last week, along with three other PhD colleagues, I went to the British Library for one of their 'Doctoral Days', a training and information event which the BL organises on a regular basis. Friday's event was specifically aimed at historians, and gave us all the chance to hear what is available, useful, provided and disseminated for our potential benefit.
The whole day (with minor exceptions) was very useful and interesting. A series of speakers gave us all an insight into what the BL holds, and samples were on display for us to see and discuss with the archivists. I was particularly struck with the East India Company records, which featured in a separate talk, and the rich sources they could provide. None of this is relevant to my research, however, but it demonstrated the breadth and diversity of the BL collection.
Later in the day the group split, and two options were possible. Given the choice between Medieval resources and 'Oral History at the BL', I naturally opted for the oral history. I know about the various 'Sounds' projects, however the best part was that the talk was given by Rob Perks, a name I'm very familiar with. He wrote several of the texts I read for my undergraduate dissertation, so hearing him was a real treat. Another name which features in the world of oral history is Paul Thompson, whose book 'Voice of the Past' is extremely important in the field.
The talk, and some of the information we were told, made me realise just how immersed in the field of Oral History I have become, and how much I've been able to pass on to other people in the time I've been involved. Later this month I'll be delivering a lecture on the subject to the second year core module students, and hopefully this 'talking out' of the subject will help me to clarify some more ideas. Writing the paper, and producing the presentation, have already started to do this.
So, for this part of the day alone, it was worth the trip. It was also huge fun to spend the day with colleagues Georgie, James and Helen, and get to understand one another a little better. Being together from 5.30am until 10pm is certainly a bonding exercise.
With the length of the day in mind, we discussed the practicalities of travelling for study. Its certainly an expensive and time consuming process, and we are all envious of those scholars who live in closer proximity to the hub of things in London. The IHR is here, as well as many other organisations who offer regular lectures, seminars and research opportunities, but the cost and time implications mean we have to choose what to attend very carefully. This time we were fortunate enough to receive a contribution towards travel from the BL's own bursary scheme, as other people already on the list failed to turn up (?!)
Two other benefits of the day? The BL serves lovely homemade-type biscuits, and its fascinating to hear the range of PhD research which is being undertaken. From medieval tapestries to Second World War servicemen, analysis of personal letter collections to transport studies, the variety is astonishing. But the one which intrigued me the most was a study of 'local authority damp litigation'...Who knew?
Wednesday, 22 January 2014
A Bit of a Pause
Circumstances have conspired against me over the last month, and a death in the family, combined with Christmas, has meant that my mind has been elsewhere.
However, this doesn't mean that Newton Park and Miss Dawson haven't been in my mind. Far from it, as aspects of my research are always somewhere in my thinking. I have reflected before about chance conversations and their ability to spark new trains of thought, and the same things happen when one takes a step away from the daily graft. Time away gives space for research thinking, and so the recent break has allowed new thoughts in.
As well as time, I've had the opportunity to talk to a range of different people about my research, therefore 'talking out' some ideas. This is a great test of theories, as formulation of ideas happens as you speak. Yet another layer of thinking results when other people ask questions, and I've had to really think about ways to explain some of the concepts and why I think they're important.
An example of this came recently, when I gave a presentation on my research for the inaugural meeting of the BSU History Network. I opted for a powerpoint, with a script, although this is not my normal or preferred method of delivery. I think this is a good indication of my relatively muddled perspective at the moment (although whether this reflects my PhD stage or recent events, I'm not sure) Once I was talking, I gained confidence to go away from the script, and answering questions afterwards gave me the chance to talk more confidently about my studies.
Although the audience was not large (perhaps around 25) the most valuable aspect of the experience was the same opportunity to 'talk it out', and to really establish where my current thinking stands. I realise that I'm still not firm in theories of memory, or some of the feminist arguments.
These are the two areas I will focus on more firmly in the coming weeks, as well as beginning to write down some of my research, in an attempt to clarify ideas even more.
However, this doesn't mean that Newton Park and Miss Dawson haven't been in my mind. Far from it, as aspects of my research are always somewhere in my thinking. I have reflected before about chance conversations and their ability to spark new trains of thought, and the same things happen when one takes a step away from the daily graft. Time away gives space for research thinking, and so the recent break has allowed new thoughts in.
As well as time, I've had the opportunity to talk to a range of different people about my research, therefore 'talking out' some ideas. This is a great test of theories, as formulation of ideas happens as you speak. Yet another layer of thinking results when other people ask questions, and I've had to really think about ways to explain some of the concepts and why I think they're important.
An example of this came recently, when I gave a presentation on my research for the inaugural meeting of the BSU History Network. I opted for a powerpoint, with a script, although this is not my normal or preferred method of delivery. I think this is a good indication of my relatively muddled perspective at the moment (although whether this reflects my PhD stage or recent events, I'm not sure) Once I was talking, I gained confidence to go away from the script, and answering questions afterwards gave me the chance to talk more confidently about my studies.
Although the audience was not large (perhaps around 25) the most valuable aspect of the experience was the same opportunity to 'talk it out', and to really establish where my current thinking stands. I realise that I'm still not firm in theories of memory, or some of the feminist arguments.
These are the two areas I will focus on more firmly in the coming weeks, as well as beginning to write down some of my research, in an attempt to clarify ideas even more.
Monday, 2 December 2013
Chance meetings and fleeting ideas
The last couple of weeks have led me to reflect on the progress of ideas, and the ways that those very ideas can come to mind as a result of chance encounters.
It doesn't matter who you speak to, where or when. Non-academic, academic, friends, acquaintances, or the couple at the bus-stop - every conversation holds the possibility of a new thought, a fresh idea or a differing perspective.
For example:
A conference paper on 1950s domesticity, made me think about Mary Dawson's emphasis on citizenship, and the education of the whole person beyond merely teacher training.
A conversation about a post-war architect opened an alternative explanatory theme for the mindset of heritage and preservation in 1940s Bath.
Two days spent escorting interview candidates around Newton Park led me to reconsider the estate as part of the wider offer of our institution, and to further clarify the ways this has been addressed over the years.
Talking to family members, a waitress (student) in a coffee shop, and an elderly lady, made me more aware of the particular qualities of teachers, and their general skills-set.
It seems, the further I travel down this postgraduate road, the more ideas there are to accommodate, and the more decisions are yet to be made in terms of direction and focus.
I love Elaine Chalus' image of research as a vast funnel, with ideas pouring in at the top, running down to the pure 'drip' of knowledge at the bottom. I have used the image myself when talking to others, many times. At the moment, my own personal funnel is overflowing, and I think perhaps that a little time may now be required to settle some of my thoughts, rearrange them a little, and begin the analysis process.
It doesn't matter who you speak to, where or when. Non-academic, academic, friends, acquaintances, or the couple at the bus-stop - every conversation holds the possibility of a new thought, a fresh idea or a differing perspective.
For example:
A conference paper on 1950s domesticity, made me think about Mary Dawson's emphasis on citizenship, and the education of the whole person beyond merely teacher training.
A conversation about a post-war architect opened an alternative explanatory theme for the mindset of heritage and preservation in 1940s Bath.
Two days spent escorting interview candidates around Newton Park led me to reconsider the estate as part of the wider offer of our institution, and to further clarify the ways this has been addressed over the years.
Talking to family members, a waitress (student) in a coffee shop, and an elderly lady, made me more aware of the particular qualities of teachers, and their general skills-set.
It seems, the further I travel down this postgraduate road, the more ideas there are to accommodate, and the more decisions are yet to be made in terms of direction and focus.
I love Elaine Chalus' image of research as a vast funnel, with ideas pouring in at the top, running down to the pure 'drip' of knowledge at the bottom. I have used the image myself when talking to others, many times. At the moment, my own personal funnel is overflowing, and I think perhaps that a little time may now be required to settle some of my thoughts, rearrange them a little, and begin the analysis process.
Monday, 25 November 2013
Getting organised
I've been feeling a bit overwhelmed over the past week or so. Whether this is the typical 'post-break' feeling or something a little more serious, I'm not sure, but its led me to think very hard about my organisation strategy.
Overall, I think my current method is effective, but can see a time over the next few years when I'll have too many notes, books, and information repositories.
I have:
1 notebook on the go at a time. With this method I hope to build a time/place association (each book is a different colour) so that thought processes can be traced
1 card file with one card for each source read (a tangible record of each source read)
A small pile of sources to get through at a time (too many at a time becomes overwhelming, I've found)
Computer folders and files with downloaded articles, journal references etc. Its this last category which is starting to feel unwieldy, and I'm forgetting what I have there.
So, overall, it seems I work best with tangible resources, and I find reassurance and comfort, I suppose, from being able to see, touch or handle the things I need. This is why organisational apps don't suit me - or at least I've never found one (yet?) which suits the way I think and function.
I will have to rearrange my online and computer-stored sources, to respond to this way of operating. Then, perhaps, I will begin to feel more in control.
The good thing is that I've identified, through writing this down, what I need to do and why I need to do it.
Now for some thinking about an online system...
Overall, I think my current method is effective, but can see a time over the next few years when I'll have too many notes, books, and information repositories.
I have:
1 notebook on the go at a time. With this method I hope to build a time/place association (each book is a different colour) so that thought processes can be traced
1 card file with one card for each source read (a tangible record of each source read)
A small pile of sources to get through at a time (too many at a time becomes overwhelming, I've found)
Computer folders and files with downloaded articles, journal references etc. Its this last category which is starting to feel unwieldy, and I'm forgetting what I have there.
So, overall, it seems I work best with tangible resources, and I find reassurance and comfort, I suppose, from being able to see, touch or handle the things I need. This is why organisational apps don't suit me - or at least I've never found one (yet?) which suits the way I think and function.
I will have to rearrange my online and computer-stored sources, to respond to this way of operating. Then, perhaps, I will begin to feel more in control.
The good thing is that I've identified, through writing this down, what I need to do and why I need to do it.
Now for some thinking about an online system...
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