Jamie Wood
I am a Professor of History and Education in the School of Humanities and Heritage. I specialise in the social, cultural and religious history of the late antique and early Medieval Mediterranean, particularly Spain. I’ve worked on history-writing, identity, education, cultural memory, and violence in this period. I've published extensively on the writings of Isidore of Seville and on the Iberian episcopacy more generally. I am currently working on a monograph on the Byzantine presence in the Iberian Peninsula in the sixth and seventh centuries. I am working on two other research projects at present: (1) the church and the economy in late antique and early medieval Gaul and Hispania; (2) connections between the Byzantine world and the Atlantic from 500-700.
I’d be interested in supervising PhD, MA and undergraduate dissertations in any of these areas.
In 2019 I became co-investigator on a 3-year Arts and Humanities Research Council Research Grant, "Doctrine, devotion and cultural expression in the culture of medieval Iberian saints" (AH/S006060/1), led by Professor Emma Hornby of the University of Bristol.
I am co-convenor of History UK, the independent national body promoting and monitoring History in UK Higher Education, funded by History departments across the country. I act as treasurer for the Society for the Medieval Mediterranean. Since summer 2019, I have been chair of the City of Lincoln Branch of the Historical Association. I sit on the boards of the following journals: Early Medieval Europe; Journal of Medieval Iberian Studies; Al-Masaq: Journal of the Medieval Mediterranean. I am also editor of the Amsterdam University Press series, Late Antiquity and Early Medieval Iberia. I am a member of the education committees of both the Royal Historical Society and the Council for University Classics Departments.
In October 2011 I finished a Leverhulme Early Career Postdoctoral Fellowship entitled ‘Cultivating Conflict in Late Roman Spain’ in Religions and Theology at the University of Manchester and then taught there for 18 months. I have also lectured in History, Classics and Ancient History, and Archaeology, Classics and Egyptology at the Universities of Sheffield, Warwick and Liverpool. I became a Fellow of the Royal Historical Society and from January-June 2014 I was a visiting lecturer at Johannes Gutenberg University, Mainz. I have also researched at the Universities of Salamanca, Santander and Granada in Spain. In May 2015 I became a visiting fellow of the John Rylands Research Institute, at the University of Manchester, working on a project entitled “To be the neighbour of San Pedro: Divine Judgement in tenth century northern Spain”. From 2016-2017 I held a British Academy/ Leverhulme Trust Small Research Grant, "Formative Spaces: Making monks in early medieval Iberia". While on research leave in 2019, I held fellowships at the Universidade Nova in Lisbon (funded by the Gulbenkian Foundation) and at the University of Tuebingen (funded by the Centre for Advanced Studies “Migration and Mobility in Late Antiquity and the Early Middle Ages”).
I am School Director of Learning and Teaching and Assessment Officer. I convene a third year module called Making Militants on education and violence in late antiquity and co-convene a second year module called The World of Late Antiquity. In addition, I lead an MA module on hagiography called Saints and Scholars. I teach on a wide range of other undergraduate and postgraduate modules.
In terms of teaching, I’m particularly interested in the role of active, inquiry-based and online pedagogies in higher education, as well as digital pedagogies for teaching history. I have presented and published widely on all of these topics. From 2007-2009 I worked as an educational developer at the Centre for Inquiry-based learning in the Arts and Social Sciences at the University of Sheffield. I am Fellow of the Higher Education Academy.
I’m interested in supervising dissertations on late antique and early medieval history (pre-1000), particularly on education and learning, history-writing, violence in social relations, Spain, the Goths, Byzantium, connectivity in the late antiquity and the early middle ages, and identity construction and manipulation.
Phone: +44(0)1522 887389
Address: School of Humanities,
University of Lincoln,
Brayford Pool,
Lincoln LN6 7TS
I’d be interested in supervising PhD, MA and undergraduate dissertations in any of these areas.
In 2019 I became co-investigator on a 3-year Arts and Humanities Research Council Research Grant, "Doctrine, devotion and cultural expression in the culture of medieval Iberian saints" (AH/S006060/1), led by Professor Emma Hornby of the University of Bristol.
I am co-convenor of History UK, the independent national body promoting and monitoring History in UK Higher Education, funded by History departments across the country. I act as treasurer for the Society for the Medieval Mediterranean. Since summer 2019, I have been chair of the City of Lincoln Branch of the Historical Association. I sit on the boards of the following journals: Early Medieval Europe; Journal of Medieval Iberian Studies; Al-Masaq: Journal of the Medieval Mediterranean. I am also editor of the Amsterdam University Press series, Late Antiquity and Early Medieval Iberia. I am a member of the education committees of both the Royal Historical Society and the Council for University Classics Departments.
In October 2011 I finished a Leverhulme Early Career Postdoctoral Fellowship entitled ‘Cultivating Conflict in Late Roman Spain’ in Religions and Theology at the University of Manchester and then taught there for 18 months. I have also lectured in History, Classics and Ancient History, and Archaeology, Classics and Egyptology at the Universities of Sheffield, Warwick and Liverpool. I became a Fellow of the Royal Historical Society and from January-June 2014 I was a visiting lecturer at Johannes Gutenberg University, Mainz. I have also researched at the Universities of Salamanca, Santander and Granada in Spain. In May 2015 I became a visiting fellow of the John Rylands Research Institute, at the University of Manchester, working on a project entitled “To be the neighbour of San Pedro: Divine Judgement in tenth century northern Spain”. From 2016-2017 I held a British Academy/ Leverhulme Trust Small Research Grant, "Formative Spaces: Making monks in early medieval Iberia". While on research leave in 2019, I held fellowships at the Universidade Nova in Lisbon (funded by the Gulbenkian Foundation) and at the University of Tuebingen (funded by the Centre for Advanced Studies “Migration and Mobility in Late Antiquity and the Early Middle Ages”).
I am School Director of Learning and Teaching and Assessment Officer. I convene a third year module called Making Militants on education and violence in late antiquity and co-convene a second year module called The World of Late Antiquity. In addition, I lead an MA module on hagiography called Saints and Scholars. I teach on a wide range of other undergraduate and postgraduate modules.
In terms of teaching, I’m particularly interested in the role of active, inquiry-based and online pedagogies in higher education, as well as digital pedagogies for teaching history. I have presented and published widely on all of these topics. From 2007-2009 I worked as an educational developer at the Centre for Inquiry-based learning in the Arts and Social Sciences at the University of Sheffield. I am Fellow of the Higher Education Academy.
I’m interested in supervising dissertations on late antique and early medieval history (pre-1000), particularly on education and learning, history-writing, violence in social relations, Spain, the Goths, Byzantium, connectivity in the late antiquity and the early middle ages, and identity construction and manipulation.
Phone: +44(0)1522 887389
Address: School of Humanities,
University of Lincoln,
Brayford Pool,
Lincoln LN6 7TS
less
Related Authors
Graham Barrett
Durham University
Victoria Grace Walden
University of Sussex
Peter Finn
Kingston University, London
Ana Niño
The University of Manchester
Michael Wuk
Freie Universität Berlin
Ruanni Tupas
University College London
Barbara Muszyńska
Dolnośląska Szkoła Wyższa/University of Lower Silesia
InterestsView All (40)
Uploads
Books by Jamie Wood
1. Céline Martin, Visigothic Spain and Byzantium. The story of a special (historiographical) relationship
2. Ian Wood, The development of the Visigothic court in the hagiography of the fifth and sixth centuries
3. Merle Eisenberg, Experiments in Visigothic Rulership: Minting and Monetary Reforms under Alaric II
4. Margarita Vallejo Girvés, A comparison of Roman and Visigothic Approaches towards Exile
5. Cecily Hilsdale, The Roman Jewel in the Visigothic Crown: A Reassessment of the Royal Votive Crowns of the Guarrazar Treasure
6. Damián Fernández, Capitalhood in the Visigothic Kingdom
7. Molly Lester, Making Rite Choices: Roman and Eastern Liturgies in Early Medieval Iberia
8. Erica Buchberger, Ethnicity and Imitatio in Isidore of Seville
9. David Addison, Re-imagining Roman Persecution in the Visigothic Passions
10. Santiago Castellanos, Romanness in Visigothic Hagiography
11. Graham Barrett, Empire and the Politics of Faction: Mérida and Toledo Revisited
12. Jamie Wood, The agents and mechanics of connectivity: The Mediterranean world and the cities of the Guadiana valley in the sixth century
13. Ann Christys, Staying Roman after 711?
Papers by Jamie Wood
1. Céline Martin, Visigothic Spain and Byzantium. The story of a special (historiographical) relationship
2. Ian Wood, The development of the Visigothic court in the hagiography of the fifth and sixth centuries
3. Merle Eisenberg, Experiments in Visigothic Rulership: Minting and Monetary Reforms under Alaric II
4. Margarita Vallejo Girvés, A comparison of Roman and Visigothic Approaches towards Exile
5. Cecily Hilsdale, The Roman Jewel in the Visigothic Crown: A Reassessment of the Royal Votive Crowns of the Guarrazar Treasure
6. Damián Fernández, Capitalhood in the Visigothic Kingdom
7. Molly Lester, Making Rite Choices: Roman and Eastern Liturgies in Early Medieval Iberia
8. Erica Buchberger, Ethnicity and Imitatio in Isidore of Seville
9. David Addison, Re-imagining Roman Persecution in the Visigothic Passions
10. Santiago Castellanos, Romanness in Visigothic Hagiography
11. Graham Barrett, Empire and the Politics of Faction: Mérida and Toledo Revisited
12. Jamie Wood, The agents and mechanics of connectivity: The Mediterranean world and the cities of the Guadiana valley in the sixth century
13. Ann Christys, Staying Roman after 711?
- The Rise of Christianity
- The Later Roman Empire
- The World of Late Antiquity"
[academia.edu not allowing links to be uploaded at the moment so take a look here - http://www.slideshare.net/woodjamie/]
As so often in his works, when writing these words in the early seventh-century, Isidore of Seville, a Spanish bishop, was drawing on a tradition that stretched back into classical antiquity: historical-writing was an appropriate medium for moral instruction and edification. Yet despite widespread scholarly recognition that this was an important feature of classical and late antique historiography, surprisingly little work has been done on the educational uses of historical writing. How was the relationship between history and education expressed in actual instructional contexts, if at all?
This paper begins with a short survey of the relatively well-studied literary connection between history and education. I then examine evidence for the practical use of ancient and late antique histories in educational settings in order to establish the possible social meanings of the literary association between the writing of history and the edification of audience members.
Areas to be explored include:
(1) The presence of ancient/ late antique works of history in:
a. Educational handbooks/ advice texts
b. Biographical and autobiographical accounts of teachers
c. In school exercises, such as model declamations, including in manuscripts/ papyri
(2) Evidence for actual educational uses of historical works, for example:
a. annotation of manuscripts;
b. copying of histories into historical (or non-historical) instructional compendia.
In order to limit the scope of my paper, I will not address references to historical writings in contexts of religious instruction, such as preaching (e.g. homilies, catechesis). Nor will I examine the educational reception of Christian works of history.
Students entering HE are often assumed to have high levels of digital literacy, based on their frequent use of technology in previous educational settings and social contexts. However, their knowledge and understanding of how technologies can be effectively employed to support their learning is in practice superficial, both at UG and PG levels (where predominantly International cohorts may have even more widely differing previous experience). A number of studies have shown that learning technologies can be highly effective in supporting the development of students’ information literacy capabilities and consequently their engagement in IBL (Wood and Ryan, 2010; Minocha, 2009; Patrick, 2008). We, as educators and researchers, suggest a collaborative knowledge-building pedagogical framework that draws together Inquiry Based Learning (IBL) with authentic teaching methods. Inquiry-based learning (IBL) is a student-centred and active form of learning which engages students, individually and collaboratively, in self-directed research into the subject matter and problems of their academic and professional disciplines (Kahn & O’Rourke, 2004). Due to the centrality of the research process – searching, finding, evaluating, using and communicating information – to IBL pedagogy, particular attention is often given to the development of students’ information literacy (IL) competencies (McKinney and Levy, 2006). This workshop will utilise IBL techniques to demonstrate how the pedagogy can be effectively applied in a range of disciplines.
REFERENCES
CILIP (2004), Information Literacy: Definition [available online at: www.cilip.org.uk/get-involved/advocacy/learning/information-literacy/pages/definition.aspx; accessed 23.09.2010].
Kahn, P. & O’Rourke, K. (2004). Guide to curriculum design: enquiry-based learning. York: Higher Education Academy, Imaginative Curriculum Network [available online at: http://www.campus.manchester.ac.uk/ceebl/resources/guides/kahn_2004.pdf; accessed 23.09.2010].
McKinney, P. and Levy, P. (2006). “Inquiry-based learning and information literacy development: a CETL approach”. ITALICS, 5 (2) [available online at:
http://www.ics.heacademy.ac.uk/italics/vol5iss2/strategic%20IL%20(4).htm; accessed 23.09.2010].
Minocha, S. (2009). A Study on the Effective Use of Social Software by Further and Higher Education in the UK to Support Student Learning and Engagement. JISC Learning and Teaching Committee; The E-learning Programme [available online at: http://www.jisc.ac.uk/media/documents/projects/effective-use-of-social-software-in-education-casestudies.pdf; accessed 23.09.2010].
Patrick, M. (2008). “Fostering Effective and Appropriate Use of Online Resources: (Or: How Do We Stop Students Copying Their Essays From Wikipedia?)”. Discourse, 8 (1), 99-111.
Wood, J. and Ryan, M. (2010), ‘Constructing disciplinary inquiry communities through Web 2.0’, Critical Design and Effective Tools for E-Learning in Higher Education, R. Donnelly, J. Harvey and K. C. O'Rourke, eds. (Hershey, PA: IGI Global), 195-211. "
Workshop
Rome, Byzantium, and the Visigothic Kingdom of Toledo: Imitation, Reinvention, or Strategic Adoption?
3-4 May 2019
Scheide Caldwell House, Room 209
Cosponsored by: Center for Collaborative History, Program in the Ancient World, Seeger Center for Hellenic Studies
Princeton University