It’s the time of year when applications for Junior Research Fellowships – research-only positions based in an Oxford or Cambridge college, intended for people who are just finishing or have recently finished a PhD – are starting to get going, and as a current JRF (at Gonville & Caius College, Cambridge), I’ve been getting various requests for advice on the application process, and I thought it might be helpful to post a bit of advice here – the process can be pretty opaque, especially for those who aren’t currently at Oxford or Cambridge and so don’t necessarily have supervisors or colleagues with direct experience of assessing JRF applications. Also, since no-one likes writing job applications, I’m including a picture of a dog to help improve the situation slightly (as you can see, she doesn’t like job applications either).
Wikipedia, according to its tagline, is “the free encyclopedia that anyone can edit” – and yet according to the most recent survey only around 14% of the people who actually do edit the English language version are women, and the percentage of its biography pages which are about women is only slightly higher, at c.18%. Increasingly, projects are trying to address this gender imbalance by getting more women involving in editing and by creating and improving more pages about notable women: “Women in Red“, for instance, aims to turn “redlinked” references to women – for pages that don’t yet exist – into existing “bluelinked” ones. To improve the representation of women classicists in particular, the UK Women’s Classical Committee has been running a project called WCCWiki. I thought getting involved would be an interesting way of learning about women in Classics I might not know much about (as well as being a productive way of procrastinating from other writing…), so yesterday I went along to one of their training sessions to find out more about the project.
Last year saw the publication of the first ‘Understanding Relations Between Scripts‘ conference, which focused on the Aegean and Cypriot writing systems – I’m now pleased to be able to make the pre-print of my chapter, ‘Processes of script adaptation and creation in Linear B: the evidence of the “extra” signs’, available online. In it I talk about the group of Linear B signs which can be used to replace some of the syllabary’s ‘core’ signs in certain circumstances – for instance, the writing system doesn’t normally represent the sound /h/, so the core sign a could represent either /a/ or /ha/, but there’s an extra sign a2 that can used specifically for /ha/. I look at the wide range of different reasons why these signs exist in the first place – some were inherited from Linear B’s parent script Linear A, but many of them seem to have been specially invented within Linear B because they would be particularly useful for the kinds of administrative records that it was used to write. If you want to find out more, you can read the paper! It’s freely available in the Cambridge online repository, and also on my academia.edu page. Also, abstracts are currently being accepted for the third Understanding Relations Between Scripts conference, ‘Exploring the Social and Cultural Contexts of Historic Writing Systems’ – any interested researchers should check out the CfP here!
Yet another announcement of an event I’m speaking at…but this time it’s a two-day conference with 30 other people also taking part! The Cambridge Aegean Archaeology Group‘s conference on ‘Connections, Collaborations, and Current Research’ is taking place in the McDonald Institute for Archaeological Research on June 14-15. I’ll be speaking about the ways in which Mycenaean scribes edited and changed their texts and what this can tell us about their writing processes – something I’ve blogged a bit about here before – and I’m particularly excited about the two other talks in the epigraphy panel, which are going to be about the processes of preservation affecting the survival (or not) of the Linear B tablets and other Bronze Age documents, and about the use of digital tools for epigraphic research, collaboration, and public engagement. But there are also going to be a huge range of other talks on the themes of ‘Animals and Society’, ‘Cities and Landscapes’, ‘Rethinking Material Culture’, ‘Contextualising Connectivity’, and ‘Bodies and Burials’, plus keynotes on the recent excavations on the island of Keros and connections between monumental burial traditions around the Black Sea region. It should be an excellent couple of days – anyone who’d like to attend (from Cambridge or elsewhere!) can register for free here up until June 1st, and the full programme is here.
Last year I wrote about attending a conference in Japan organised by the Association for Written Language and Literacy – I’m now excited to be able to announce that I’m co-organising the AWLL’s next conference, to be held in Cambridge in March 2019 on the theme of ‘Diversity of Writing Systems: Embracing Multiple Perspectives‘. It’s open to researchers working on writing in any academic discipline – not just linguistics, but psychology, education, sociology, archaeology, digital humanities, computer science and technology, and any others I might not have thought of! To give some idea of the range of topics we’re aiming to include, our two keynote speakers are Kathryn Piquette from UCL’s Centre for Digital Humanities, who works on Egyptian and ancient Near Eastern writing and art and on developing and applying digital imaging techniques, and Sonali Nag from the University of Oxford, whose research focuses on literacy acquisition and language development, particularly in South and South-East Asian writing systems and languages.
If you’re a researcher working on any writing system from any perspective, please head over to the conference webpage and check out the call for papers – I’m already looking forward to seeing what a wide range of abstracts we’re (hopefully) going to receive!
I was very pleased to find out recently that I’d been successful in my application for a Fellowship of the Higher Education Academy (HEA) – a body which promotes high standards in teaching and supporting students in UK and global higher education, whose Fellowship scheme is a way for people working in higher education to be recognised for their professional development as a teacher or a supporter of learning. To apply, you have to write a series of statements demonstrating that you’ve carried out various different kinds of teaching activities (planning teaching; delivering teaching; assessing and giving feedback; creating a supportive environment for students; engaging in professional development as a teacher), and that in doing so you’ve made use of various pieces of ‘core knowledge’ (not just subject material, but also knowledge about e.g. the use of different teaching methods or technologies as appropriate) in accordance with ‘professional values’ such as the use of evidence-based teaching methods and the promotion of equal opportunities within higher education (more about the various different aspects the applications have to address here). It’s a useful certification to have in order to demonstrate a commitment to good teaching practices – but I’ve also found that the process of applying itself has been extremely useful in my own development as a teacher, which is why I wanted to share a few thoughts about the application and what I’ve learned about teaching.