Teaching

Undergraduate Teaching

a) Third Year

  • Victorian Cities (Module Leader; Semester Two)

Traffic in London
Traffic in London
The nineteenth century witnessed the rapid transformation of urban centres into densely populated areas. This module explore how people experienced and imagined British cities in the period 1780-1914. This process was meet with both fascination and repulsion by social commentators. London was not only ‘magnificent’ in the eyes of American writer Henry James but also a ‘brutal’ city which had ‘gathered together so many of the darkest sides of life’. By the the early twentieth century, sociologists like Georg Simmel has concluded that modern life was an essentially unhealthy environment which overstimulated its inhabitants with constant shocks and stimuli. Yet, at the same time, the modern city facilitated the emergence of new social and culture identities and experiences.This module introduces students to some of the most vibrant debates in urban history and British history. They will explore the Victorian city through a range of sources, including architecture, maps, photographs, films, novels, letters, diaries, journalism and investigative reports. To aid us on our journey, students will look at various writers and commentators who were particularly concerned with the Victorian city, including Walter Besant, Charles Dickens, Friedrich Engels, Henry Mayhew, Charles Booth and Beatrice Webb.

Additional: I supervise dissertations and MRes student projects.

b) Second Year

  • Gendering the Past (Module Leader; Year Long)

Happy Families card game
Happy Families card game
Gender history is a thriving area of historical study. This course explores how gendered identities evolve throughout the long nineteenth century. Taking the private sphere as its starting point it encourages students to think about what it meant to be a ‘woman’ or a ‘man’ in the long nineteenth century and how ideas of masculinity and femininity shifted throughout this period. As such students examine the role, status, and lived experience of men and women and how this related to other social identities, such as class, religion and sexuality. This module uses a variety of primary sources to explore these themes, including autobiographies, discursive texts (novels, conduct literature and newspapers), and personal testimony (letter and diaries). Themes include separate spheres, courtship, marriage, children, men at home, gendering the home, heterosexuality, homosexuality, politics, religion and fashioning the body.

c) First Year

  • Practices of History (Module Leader; Semester 2)

Practices of History teaches students the basic skills of historical research and  provides an introduction to primary sources. The first half of the module will provide interactive primary source workshops that look at specific methods or theories of source analysis. This will be then put into practical use in the second half of the module with the chance to devise a group research project that uses primary research and collections. This will be supervised with a Project Manager – a staff member who can advise and guide students. The final project will be presented at an exhibition with students on Exploring History.

  • Faces of Britain (Lecturer and Seminar Tutor; Semester 2)

Faces of Britain is a first year module that  sets out the foundations of British history by questioning how the British nation might be defined and how the British people might seek to establish their place within the nation. As such it explores the various political, social and cultural factors which create the environment and backdrop to the negotiation of identity.

Postgraduate Teaching 

Module leader for the following MRes modules; Approaches to History (Semester 1), Identification and Analysis of Primary (Semester 2), the dissertation module and the School’s Professionalization module (Semester 2). I also supervise dissertation students at MRes and PhD level.

I currently supervise the following students

  • Kate Taylor on nineteenth-century female inebrieties and the work of the Salvation Army inebriate homes (University Funded)
  • Billie-Gina Thomason on female to male transgender identity in the nineteenth and twentieth centuries (University Funded)
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