What does it mean to be queer in Edinburgh?

Ash is a fourth year History and Politics student, and student ambassador.

Ever since arriving at the university as a queer person, I have felt that there such a wide array of queer events, LGBTQ+ societies and groups in the city, but the amazing queer life and activism on campus is severely lacking the representation that it deserves. It’s quite easy for a lot of people to fall into the narrative of LGBTQ+ identities being a ‘new thing’, or not considering the amount of work and activism that was necessary to gain rights and acceptance for the queer community. Especially universities have played an enormous role in establishing LGBTQ+ networks, and student activism is a huge tool for change, and I really wanted to shine light on this.

Over the past year, a small volunteer group and I have been creating a database of student LGBTQ+ sources in the Centre for Research Collections, reaching from editions of ‘The Student’ newspaper, the Staff-Student Bulletin, or mentions of the university in publications such as ‘Gay Scotland’. Our work has been a mix of remote and in-person, given that some of the sources we use are digitized and accessible, while others are only available physically. Queer life was not always present in the form we recognize it today; we found the establishment of the Gay Society in 1973 but also occasional reports on gay life through the 1970s, 80s and 90s. There are a lot of silences that we are facing, for example the exclusion of trans and BME (Black & Minority Ethnic) members of the community.

And what started as a passion project of mine snowballed into a much bigger project. I was able to secure partial funding for the project through the ‘Staff Student Agreement’ small project fund, and we soon realised that there are many more sources and stories than we originally anticipated. We started identifying themes that emerged from our research, such as student activism, the emergence of LGBTQ+ societies, and what queer student life was like in the past, trying to connect the dots between them.

After a panel event with GENDER.ED, where I presented our research thus far, and panellists shared their insights about the importance of community-led archive work, we got approached by the School of History, Classics, and Archaeology about creating a physical exhibition of our findings, and I was absolutely ecstatic! We received so much support and positive receptions for the research we had been doing, so we knew we had to take the opportunity. Over the summer, I worked together with the Marketing and Communications Team in the School, Julie Gibbings as the EDI Lead, and Ann Harrison, a wonderful designer at the College of Arts, Humanities and Social Sciences. We curated our findings into different sections alongside the themes we had been exploring, trying to piece together a narrative of what queer life at Edinburgh University looked like, and continues to look like.

The small exhibition is an accumulation of our work over the past year but is by no means exhaustive. It provides some glimpses into the incredible work of queer student activists and community members throughout a time of significant repression and discriminatory laws against queer life. The exhibition wants to take up space for an underrepresented community, with us queer students being able to manifest our belonging at the university through having a visual reminder of our historical presence here.

The cloth wall panels have specifically been chosen to represent the fluidity of the queer experience – our identities are not stagnant and cannot be put into boxes. The air of people walking past will shift the panels into different directions, and it is up to the viewer to decide what this shifting and fluidity means for themselves. An ‘ALWAYS’ is spelled at the bottom of the panels, with colours running into each other through a gradient, asserting simultaneously the historical belonging of queer people to the university, regardless of discriminatory practices and laws, while also underlining that this belonging is diverse, and that this diversity should be welcomed.

The first part explores the emergence of a LGBTQ+ Society at the University, with the first available Constitution in 1973, established as “Edinburgh University Gay Group”. Throughout its existence, the group was renamed several times, from “Gay Group,” to “Lesbian and Gay Society” in 1982, further to “BLOGS (Bisexual, Lesbian or Gay Society)” in the early 1990s, to “PrideSoc” only recently, showing the increasing visibility and acceptance of different identities within the society throughout its existence. The society ran a variety of campaigns and events, collaborated with gay societies at other universities, produced a newsletter, and created a “Gay Awareness Week.”  However, throughout its existence, the society also faced high opposition in the university community, collapsing in 1981 for a while due to ongoing harassment on campus.

When it comes to student activism, both the society and unaffiliated students were heavily involved in liberation campaigns for the community. In response to Section 28, a Local Government Act section to “prohibit the promotion of homosexuality by local authorities”, the Lesbian and Gay Society mobilised the student community, with a march in June 1998, as well as creating a Lesbian and Gay Bookstall in response to the censorship of queer literature in libraries. The solidarity among the wider university community remained mixed, as there were several supporters of the Section, for example a university Chaplain or different student societies, but a few articles we found were also sympathetic with queer students. More recently, students have organised and mobilised protests around trans rights at the university and brought the topic of LGBTQ+ rights at the forefront of student concerns, seen for example through the initiation of a Gender Empowerment Fund.

Student life was also a big topic of queer students. In the early 1970s, the Gay Soc and the SMG provided the biggest hub of queer social life within the city. They organised gay discos, reading groups, Halloween parties, drag shows, and other gatherings, either in ‘safe’ bars (which were known to be gay friendly) or in private spaces. A few examples of these were “The Kenilworth” on Rose Street, “The Nelson” in the New Town area or “Fire Island Disco” on Princes Street. Gay organisations as the centre for queer student life did not massively change over the next few decades, especially during the ostracization of the gay scene during the AIDS crisis and the prohibition of official advertisements under Section 28. However, towards the late 1980s, we found an emerging discussion in ‘The Student’ about queer life in Edinburgh, from bars and clubs to other social events. Having the opportunity to engage with others, either in ‘safe bars’, in placard making sessions, or awareness lectures, was, and still is, incredibly important.

Queer student life at the university has grown significantly since the first attempts to carve out space for the community on campus. There are several different queer societies active on campus, for example PrideSoc, LGBTQ+ Law, or EdiUniCorn (East Asian and Southeast Asian Queer Society), organising social and informative events, such as coffee meetups, safer sex workshops, film screenings, or club nights. But also, queer student life outside of organised societies has been flourishing, for example with the initiation of the drag show “Fruit Salad” by Edinburgh students. Without the work of student activists in the past, these successes would have not been possible at all, and we found a sense of intergenerational solidarity with the queer students that came before us through our research.

We have always been here, and we always will be.

Find out more

“We have always been here. And we always will be.” – A new exhibition

Joint honours student Aalish is spending her year abroad at Peking University. She studies Chinese and History with the School of Literatures, Languages & Cultures.

The opportunity to combine both of my interests in History and Languages was something I knew I wanted to pursue at university and Edinburgh offered me not only that, but also the chance to study abroad in the world’s most up and coming capital, Beijing. My degree is in Chinese and History and this year I am undertaking my year abroad at Peking University, China’s number one university.

Why study a language and history at the University of Edinburgh?

Beijing lit up to celebrate the mid-autumn festival.

The four-year degree programme offered by the University of Edinburgh really drew me to choose to study here. Not only does Edinburgh have amazing connections across the world with leading universities providing you with the opportunity to study at the very highest level, it also provides you with the opportunity to delve into both passions and does not limit you to only one field of study. Another perk of studying at Edinburgh, is that everyone partakes in a four-year degree, so once I return from my year abroad, I will be able to study history alongside my classmates once amore. On top of this, I still get the opportunity to continue my studies of history through the University of Edinburgh while I am studying in Beijing.

What does my year abroad in Beijing look like?

While studying at Peking University, I have 18 hours of contact with my Chinese language teachers, which is quite a lot! On top of this I am studying historiography and historical research methods through the University of Edinburgh online. Currently I have just started my historiography module, and I have been assigned a personal tutor to mentor me and help me through the topic. This has been extremely helpful, and my tutor is incredibly knowledge and quick at responding to any queries I have, despite the time difference. During my time here, I am most looking forward to exploring the living history around Beijing and the rest of China. Beijing is a very historical city with many museums and historical sites to explore.

The history of Beijing I have explored so far

The Old Summer Palace.

Peking University is the first national university in China established in 1898 and the campus is on the former site of the Qing dynasties imperial gardens and encompasses traditional Chinese buildings alongside a pagoda and many lakes. Peking University campus borders the Summer Palace and Old Summer Palace, two incredible historical sites I have been lucky enough to visit. On top of this, there is Tiananmen Square and the Forbidden City, next to which is a man-made hill made with all the earth dug out from creating the moat in the Forbidden City. It serves as a wonderful viewpoint as well as being a feng shui shield for those located in the centre of the city! There is also the Temple of Heaven, which I hope to visit soon.

In terms of more modern history, the 2008 Olympic games were hosted within Beijing and some marvellous architecture came out of this, from the Bird’s Nest (the Chinese National Stadium) to the ‘trouser’ building (the China Central Television headquarters).

While there is still so much to explore in Beijing, China is also rich in history. I plan to visit the great wall next month as this can be done as a day trip from Beijing. Additionally, I will get the opportunity to travel around China in my winter break and can travel to other cities within China. Top of my list is to visit is Xi’an to see the terracotta warriors!

In this blog post, Tessa Warinner, wellbeing adviser at the School of History, Classics, and Archaeology, discusses ‘Burnout’ – a rising concern in academia. Tessa discusses what it feels like, its prevalence, impact, and signposts helpful resources for managing it. This post belongs to the Hot Topic theme: Critical insights into contemporary issues in Higher Education.

I’m sure you’ve come across the term ‘burnout’ while scrolling through your social media and news feeds. I’ve personally noticed an increase in public conversation about it since the start of the Covid-19 pandemic in 2020. Like many psychological terms, the actual meaning of it can get lost in the chatter. The World Health Organisation (WHO) characterises burnout as ‘an occupational phenomenon’. They define it as

“a syndrome conceptualized as resulting from chronic workplace stress that has not been successfully managed.”

They said that the three main dimensions are as follows:

• feelings of energy depletion or exhaustion
• increased mental distance from one’s job, or feelings of negativism or cynicism related to one’s job
• reduced professional efficacy.

In my experience as a wellbeing adviser, I’ve frequently had both students and staff tell me they’re feeling burnt out. They usually tell me about experiencing symptoms that closely resemble the Maslach Burnout Inventory, which is the go-to questionnaire for measuring if a person is experiencing this phenomenon. Some of the symptoms are:

• Exhaustion: feeling emotionally drained, frequently frustrated with your work, feeling at the end of your rope, and feeling like it’s too much effort to directly interact with people at work.
• Depersonalisation (or a loss of empathy for others): feeling afraid that your job has made you more callous towards others, you are out of patience by the end of the work day, and you feel like you are too tired to get up to face another day at work.
• Personal achievement: feeling like you haven’t accomplished anything worthwhile, you don’t feel you’re positively influencing others, and you struggle to create a relaxed work environment for yourself and others.

If any of these resonate with your personal experience, you are far from alone. Mental Health UK released a 2024 report about the YouGov poll they ran about burnout. They found that 91% of workers reported feeling extremely stressed out in the past year. One in five workers reported needing to take time off work for burnout symptoms in the past year. It’s safe to say that at least one person in your inner circle has felt burned out at some point in their lives. I guess that means you’re in good company, right?

Can students experience burnout?

The current definitions of burnout are worded for people working in jobs. In my experience, I have found that students frequently report burnout symptoms while completing their degree. Going to lectures, working on assessments, and attending exams can involve as much energy as someone working a full-time job. Coupled with the rigorous academic expectations that come with attending the University of Edinburgh, it’s natural to feel worn down by it. Academic burnout appears to be under-studied, but a 2023 study found that out of the 22,983 students they included in the sample, over half of them were currently experiencing it. They also found that certain factors such as being male, having higher marks than the class average, and smoking cigarettes led to higher levels of academic burnout.

This study highlights the importance of understanding how burnout does not occur in a vacuum. I tell students (and my co-workers) that it is a very stressful time to work and study. We’re collectively doing our best to cope with trying to see our friends and family, exercise, do chores, drink enough water, get eight hours of sleep, keep our screen times low, not get Covid-19, manage our money while we deal with the cost-of-living crisis, and watch our government deal with global geopolitical instability. In my professional opinion, experiencing at least some burnout symptoms is a normal response to these abnormal circumstances.

What can be done if you feel burnt out?

If anything from this post resonates with your experience, it’s worth taking this burnout quiz by HealthCentral. This is not a diagnostic tool, but it can help you organise your thoughts around how you’re feeling. It can help structure further conversations with medical and mental health professionals. There is also a great book called Burnout: Solve Your Stress Cycle by Emily and Amelia Nagoski, which does a deep dive into the phenomenon and has practical tips to help you feel better.

If you are a current University of Edinburgh student and don’t know where to start addressing burnout, it’s worth referring into Student Wellbeing Services using our referral form. A wellbeing adviser can meet with you to discuss your situation and come up with a bespoke support plan for you. Personally, I usually recommend taking time to rest and getting clinical help to help alleviate burnout. I would put them in touch with their student adviser to discuss the logistics around taking a leave of absence or an authorised interruption of studies, if this is what the student would like. I’m very mindful that students are typically reluctant to take any significant time off as they would like to graduate within four years, so I would usually find ways to build in more time for rest in their busy schedules. I would also help them find ways they can access therapy to talk more about their feelings. This can be through the University Student Counselling Service or external services located around the city.

If you are a staff member, time and clinical help are also the way to go. I would recommend speaking with your line manager first to discuss your current workload and obligations. There is also the University Occupational Health Service if you don’t feel comfortable speaking with them. They will be able to point you in the direction of appropriate services.

All in all, burnout is a very common phenomenon that at least one person in your inner circle has experienced. Having it is no reflection on your character, or your ability to withstand stressful circumstances. No matter what, you’re going to get through it. You’re going to be okay.

Tessa Warinner

Tessa Warinner is a wellbeing adviser aligned with the University of Edinburgh’s School of History, Classics, and Archaeology.

…by Kit / from Belgium / studying History (MA) / 3rd yearAll Posts

Being at university, there’s always a time when we struggle to get work done. As a disabled student, this can be doubly true. Whether that’s due to ADHD goblin brain or bad health days, the tips and tricks below can help you stay on track.

Getting a schedule of adjustments

First things first. If you have a disability, get in touch with the Disability and Learning Support Service (DLSS) as soon as possible to talk about how they can support you. This could potentially be assistive software, proofreading services, a study skill tutor, additional time to complete assignments, etc. This is all individually based on your needs and the list above is just a few examples of what help I personally have gotten.

Break down tasks into smaller tasks

Seeing the list of assignments pile up at the beginning of each semester can be overwhelming. ‘Write 2000 word essay’ is a very vague task and it’ll be multiplied by however many assignments you have. Where do you even start? My advice? Break. It. Down. And be as precise as is useful for you. For example:

1. chose a topic/question
2. look for sources
3. read the sources (break it down by individual source)
4. take notes on sources
5. …

I recently discovered a free online tool that does that for you and you can even choose how in detail it’ll break the tasks down and even break down subtasks afterwards. It’s called goblin.tools and is an absolute life saver, especially when you’re just starting out and are not sure what steps you need to complete your tasks.

Use all the tools at your disposal to make your life easier

When you tend to get easily distracted or only have that much energy to spare in a day or have to account for bad days where you can’t do anything, it means you need to use your time wisely and as such any tool that saves you time will be welcome.

At uni, you’ll spend the majority of your time reading sources and referencing back to them. A great time saver is Zotero. It’s a free research tool that helps you organise your sources. To get the most out of it, combine it with it’s browser extension and Word plugin. With these, it’ll let you automatically add a source to your Zotero database directly for any library catalogue or archive and then cite them back in the proper format in your Word document, saving you a great amount of time on doing this manually. You can also add PDFs of your sources directly into Zotero and use it’s great annotation function and potentially link it to note taking apps like Obsidian.md or Notion.io to collate your notes when it’s time to write that essay.

Read with purpose

Similarly to the above, to use your time wisely you need to read with a specific purpose. You’ll be tempted to read all of it and read it in depth. Don’t. Generally, for tutorials and seminars you’ll have guided questions. Use those to first skim the readings and find relevant passage to answer those questions, look for key words you think you add to those, and if you already know your essay question look for anything that might stand out as useful. For essay readings or anythings where you’ll need to do more reading and/or more in depth start by reading the introduction & conclusion of the book/chapter/article. If it doesn’t mention things that are relevant then discard it. If it does, then continue by reading the first and last paragraph and so forth. It’s a great way to weed out irrelevant sources and to only read in depth what you’ll actually use/find useful, thus saving you a lot of time.

Don’t forget self-care and to manage your expectations

Finally, it’s really important that you don’t forget to look after yourself. It can be tempting to do as much as you can when you can, but if you over do it, it’ll just potentially push you back and leave you less time to do the work at a manageable pace. Do your best, within your capabilities and ask for help when you need it. Your Student Adviser and the DLSS are there to help and will point you in the correct direction if they aren’t the ones that can help in your particular case.

Want to find out more?

Chat with Kit

In this post, Rose Day, Learning Technologist at the School of History, Classics, and Archaeology (HCA), highlights the HCA TEL Learn Ultra Showcase. The showcase features some of the innovative courses and provides insightful commentary from course organizers and learning technologists who played pivotal roles in their development. This post also belongs to the Spotlight on Learn Ultra series.

HCA TEL Learn Ultra Showcase

Starting the 23/24 academic year with a bang, HCA, along with the rest of the university, transitioned from Blackboard Learn to the new and improved Learn Ultra interface. This monumental shift aimed to deliver a more intuitive and accessible experience for both instructors and students. The process involved significant changes in the way courses were delivered online and in person, marking a transformative journey for everyone involved.

The HCA TEL Learn Ultra Showcase, spearheaded by our dedicated Learning Technologists, stands as a testament to this journey. This showcase highlights some of the most exemplary online courses within the School of History, Classics, and Archaeology (HCA) at the University of Edinburgh. Not only does it feature the innovative courses themselves, but it also provides insightful commentary from course organisers and learning technologists who played pivotal roles in their development.

Breathing Life into Ancient History: Ulf-Dietrich Schoop’s Bronze Age Civilizations Course

One standout course in this showcase is Ulf-Dietrich Schoop’s “Bronze Age Civilizations of the Near East and Greece.” This course is a prime example of how creative use of technology can enhance the learning experience. Schoop, the course organiser, envisioned an immersive virtual exhibition space where students could display their work and explore their peers’ contributions. However, his initial vision faced some practical challenges.

“I was thinking about creating a virtual exhibition space for my Honours/MSc level course ‘Bronze Age Civilisations’ where students could display some of their work for the course and look at other students’ efforts,” Schoop explains.

“While my original plans were not realistic, Rose suggested ThingLink to me, which proved to be a very interesting tool.”

ThingLink, a versatile digital tool, allowed Schoop to create an engaging and interactive learning environment. The idea was to develop a non-linear and playful space that invites students to wander around and discover both expected and unexpected elements. The result is a virtual museum with interconnected rooms, each of which representing different geographical settings covered in the course. The atmosphere of this digital museum is both intriguing and slightly eerie, akin to an “alone-in-a-slightly-creepy museum” feeling.

Ulf-Dietrich Schoop, notes

“The interconnected rooms are AI-generated 360° images; I think the (unintentional) weirdness of the AI imagery works quite well as a contrast to the ‘realness’ of the displays,”

This blend of AI-generated content and student-created displays offers a unique and immersive learning experience. However, the creation of this virtual space was not without its challenges. Schoop realised that adjustments were necessary to accommodate student-generated content.

“The museum is still a bit empty; in particular, student-generated content is missing. I realised that I had to adjust the course format to allow this to be added,” he reflects.

The flexibility of ThingLink proved to be one of its greatest strengths:

“ThingLink seems to be a very versatile tool which can be used in different ways. Neither AI-generated content nor 360° images as in my example here are necessary (I had quite a bit of fun with those, though). It works quite well with other tools we often use such as Media Hopper content,” Schoop adds.

Mastering Online Teaching: David Kaufman’s Courses on Imperial Game and British Foreign Policy

Another highlight of the showcase is David Kaufman’s courses: “An Imperial Game? Cricket, Culture & Society (online)” and “Empire or Continent? British Foreign Policy in the Era of the Great War (online).” Kaufman, with extensive experience in writing online courses for the MSc in History, aimed to refine his teaching methods to enhance clarity, accessibility, and flexibility. Kaufman explains:

“My aim for both of these courses was to essentially refine what I had been doing in the previous 8-or-so courses that I had written for the MSc in History (online). Essentially, over the years I have tried to do three things: make the structure as clear as possible for the students to follow, second, to try to provide information to the students (both in terms of how the course will be delivered, as well as what will be the focus of each seminar) on Learn, so that students do not need to contact me during the semester, the answers should be easy to find on the courses, and last, that the course can be delivered to a diverse group of students (in terms of location, availability, specific knowledge of the topic, stage of the programme, etc.),”

Kaufman’s emphasis on providing accessible information to students aligns with Anderson’s (2004) recommendations in “The Theory and Practice of Online Learning.” Anderson advocates for designing online courses that allow students to easily access necessary information and resources without needing to contact instructors frequently, thus fostering a more self-sufficient learning environment.

In “Empire or Continent?”, Kaufman employed a traditional chronological approach, grouping seminars into pre-war, war, post-war, and inter-war periods. This structure aimed to highlight the two main elements of the course while maintaining a coherent timeline.

For “An Imperial Game?”, Kaufman took a thematic approach, focusing on class, empire, race, politics, and gender.

“For this course, I wanted to focus more on themes – Class, Empire, Race, Politics, Gender – through linked topics that looked to provide examples of how a sport like cricket was both shaped by these factors, but would allow students to see how cricket could shine new light on these key themes,” Kaufman notes.

The thematic approach in “An Imperial Game?” resonates with the findings of Ke and Xie (2009) who suggest that thematic and problem-based learning approaches in online courses can enhance critical thinking and deeper engagement with the subject matter.

Embracing the Future of Education

The HCA TEL Learn Ultra Showcase not only presents innovative courses but also serves as a platform for sharing best practices and lessons learned. The collaboration between course organisers like Schoop and Kaufman and learning technologists exemplifies the synergy needed to push the boundaries of online education. Their combined efforts result in courses that are not only informative but also engaging and dynamic. As the landscape of education continues to evolve, the HCA TEL Learn Ultra Showcase remains a beacon of innovation, demonstrating the potential of technology to enrich the learning experience. Through the showcase, educators and students alike can explore new possibilities and embrace the future of online education.

References

Anderson, T. (2004). The Theory and Practice of Online Learning. Athabasca University Press.

Garrison, D. R., & Vaughan, N. D. (2008). Blended Learning in Higher Education: Framework, Principles, and Guidelines. Jossey-Bass.

Ke, F., & Xie, K. (2009). Toward deep learning for adult students in online courses. The Internet and Higher Education, 12(3-4), 136-145.

Rose Day

As a Learning Technologist in HCA, Rose provides advice, guidance and support for a number of technology-enhanced learning initiatives. Rose works with staff to support and develop the use of these learning technologies in teaching, learning, assessment and research.

Rose’s activities include advocating the use of learning technologies and helping staff with the design, development and evaluation of learning resources. This is achieved through a programme of courses, workshops and events, providing occasional informal 1:1 support, and creating and delivering online support materials.

Originally published on the Teaching Matters blog.

Tanvi shares her experience of being an international student, and the supportive community of School of History, Classics and Archaeology.

Student life in Edinburgh is colourful and multifaceted, and this is something that the University has continued to provide throughout my time as a student here. My experience at the School of History, Classics and Archaeology (HCA) started during Covid so my entire first year was online. I found that as an international student this eased the transition from home to university for me, somewhat. However, at the same time it sometimes made engagement difficult. I found, though, that the University – and especially HCA – strived to remedy this lack of in-person learning. And now, as a third-year student studying full-time in person, I find that the same opinion of student life here holds up.

Academic rigour

The School of History, Classics, and Archaeology provides not only a large variety of degree options, but also an allowance for flexibility and diversity within those degrees. In addition to a wide range of course options, HCA implements a balanced but academically challenging environment – something that is put in place from day one.

From my personal experience as a student from the USA, schools don’t have an A-level system and the courses offered are general and broad, with no opportunity for Classics or Archaeology backgrounds. I found that even with no prior knowledge of Classical Archaeology and Ancient History – although I was surrounded by peers who had the opportunity to take a Classics A-level – HCA has ensured an all-round and in-depth introduction to the subject. Overall, the class structure, assessment style, and myriad of course opportunities have allowed me to garner the same proficiency in my chosen degree as someone who had prior knowledge of some of the course material. I have found that other international students with a similar background have shared this experience in other degrees.

In addition to literal content, HCA implements an academic system with additional external support from faculty and such tools as the HCA writing centre and peer mentors that result in a higher output of quality of academic work. Three years at HCA have taught me – besides academic content – the professional qualities associated with research, writing, and presentation in regard to my academic work and external projects.

Faculty

The academic opportunities that University of Edinburgh students have are a product of the faculty. The School ensures a broad panel of faculty spanning multiple historical, classical, and archaeological specialties. This not only allows the greater variety of choice for incoming and prospective students in pre-honours, it also allows honours students to choose from a large pool of academics to determine their postgraduate pathways and dissertation topics/guidance. In this way, the HCA faculty pushes students to explore various topics that allow them to experience a very varied subject area.

Societies

By far some of the most influential engagement among students in HCA comes from the History, Classics and Archaeology societies. As a member of the Archaeology Society, I have found myself not only meeting other students in my course subject, but also other HCAhhstudents in HCA through joint society events. By meeting other people in the same subject as me my academic life has improved, which encourages me in my studies. And by gaining access to the wider HCA student network, this has created and sustained an even more warm and welcoming environment in the School.

In addition to the social aspect of the society programs, the academic and professional opportunities awarded to members and attendees is immensely helpful. Through opportunities like conferences and lectures by experts in various fields, the students of HCA have a wonderful chance to widen their academic horizons while also networking amongst academic professionals. And it allows them to browse and gain familiarity with future career opportunities. The Archaeology Fieldwork Fair instituted by the Archaeology Society provides multiple career and fieldwork opportunities annually in addition to other opportunities offered within HCA. The University also has a number of heritage and collections internship positions for students in the relevant fields, providing valuable experience for the future.

The wider University community

The resources and support available in HCA are supplemented by the environment of the rest of the University, and its faculty and students. The multicultural and diverse surroundings of the University and the wider Edinburgh area is truly something that not only influenced my decision to attend the University, but has deeply affected my current experience here as a student. As an international student, and a person of colour, the University of Edinburgh has created a central community in which students of all backgrounds, interests, and identities can collectively explore the beauty that the city has to offer.

Lockdown taught us that you don’t really need to be somewhere physically to get the work done, right? History student Olivia might disagree.

When I started university, I didn’t really spend much time in the William Robertson Wing – the home of the School of History, Classics and Archaeology, or HCA as it’s usually known. In the beginning I got lost one too many times, and gave up on it because the Undergraduate Common Room intimidated me, and the lift was out of service when I wanted to go to the research room and didn’t want to climb the stairs. So I found myself mostly in the main library feeling entirely anonymous. But now, almost all my time is spent in the HCA building, and I see and interact with the same people every day. A degree as large as history can be a little daunting, but the HCA building provides a small, tight-knit community within the larger University community which makes that a little easier.

A typical day, untypical places

I usually start my days early. I wake up around 6 or 6:30am and go for a run around the Meadows or around Holyrood Park (though in reality, it’s pretty stop and go because there are lots of very friendly dogs out in the morning and I miss my dog at home a lot). When I get back, I take a quick shower, get myself ready for the day, eat some breakfast, and head off to HCA where I will inevitably realise I’d left a book I needed for class in the ever-growing pile of books on my desk at my flat. C’est la vie!

I usually get to HCA around 9am and head to the Student Research Room on the third floor for the first part of my day. When I get there, I wave at my friend Josh, and get settled in at my favourite desk (second from the door on the left). I usually like to make a list on Monday of everything that I need to get done for the week and then set in on everything that I have to do. Inevitably, I will have a lot of thoughts and feelings about whatever it is that I’m reading for whichever seminar, and I will drag Josh into the hallway to gesticulate wildly about female poets in the Gàidhealtachd (an article by Anne Frater), or about a Medieval Islamic medical case study (an article by Cristina Alvarez-Millan), or Lidl being out of my favourite pasta shape (it can be a very hard life).

At around 1pm, unless I’ve had a seminar, I’ll head down to the common room which is usually just picking up as everyone else comes down for their lunch break as well. I’ll generally set my things down at the best desk in the common room (in front of the window second from the left) and settle in for about an hour with a group of my friends. Generally, I don’t get into the lunch debate that plagues every University of Edinburgh student, but sometimes I dabble and will get a wrap from Nile Valley (not African Wrap because they don’t marinate their aubergines the same way). I usually take about an hour for lunch, but my friend Ellie and I often have some kind of shenanigan going on that we loop the other in on (and very often get complained about on The Tab).

After lunch, I bid my friends in the common room farewell and I put my headphones on and face the window. I’ll usually do my more intense work in the morning in the quiet of the research room and save my less intense work for the common room, so I often end up writing my dissertation in the afternoons or catching up on some work.

In the evenings, I try to take it easy. I generally leave HCA around 5 or 6pm, and I usually spend the evening making dinner and watching something dumb on television or reading. But on Mondays I have History Society meetings (a society I’ve been involved with since my first year and which has really helped me get to know my peers), once a month I have ‘girls night’ with my neighbours (who I only got the chance to meet because they’re also in the History Society), and every so often I’ll stay late in the building to finish my dissertation work (with the help of friends who are actually largely distracting though there’s no one I’d rather be distracted by).

The HCA Community

Being an HCA student and having these spaces reserved specifically for HCA people is really special and I cannot imagine my university experience without it. With the amount of time I spend in the building, I’ve gotten to know my degree much more intimately than I think I would have had I not spent so much time here. I’ve been able to make lasting connections with faculty because I am just always around. Whether it’s been that I often ride the lift up with the same people, or I’m closer to office hours, I have really valued my time hanging out with lecturers and getting to know them more personally than we really get to in seminars.

I have also made lasting friendships through HCA. There is a definite group of us who spend every day at HCA doing the same things with the same people, and by virtue of proximity, we’ve been able to build these connections that have lasted years. It is a lovely thing to know that your space is a space you can share with your friends and with people who are just as excited about their degrees as you are about yours.

Being in HCA and being part of the little HCA community who spends all their time in the HCA building means that I know my friends are perfectly willing to have me gesticulate wildly at them about whatever I’m currently reading, and be frustrated alongside me that a text I need isn’t available in English, and stay late with me in the common room for moral support while I struggle through my dissertation. Having access to the HCA building has made my degree feel much smaller, despite being a huge programme, and it has made me feel much more at home in the space I spend so much of my time in.

Twice the fun or double the trouble? Student Ambassador Aalish is studying a joint honours degree.

I made the choice to study Chinese and History simply because I love learning a language and history has always had a soft spot in my heart. Studying a language alongside history presents its own unique challenges, not only from each subject itself, but also when they are combined together. But what is it actually like to study a joint honour degree at the University of Edinburgh? I’m going to talk you through what a general day in my life looks like as well as talking about the how your degree could be structured and what your classes could be like!

The practical stuff

Most days my classes start at 10am. It is very rare that I start much later (apart from a Tuesday where for some reason I have one class at 4pm!). Usually, I have around three or four classes a day, which I like to point out is a lot, but this is because I am studying a non-European language. Generally, at the University of Edinburgh, Chinese, Japanese, Russian and Arabic have a lot more contact hours than European languages because they are just so different to English. If you choose to study a European language you will likely have more classes than your peers who study a straight history degree, but not to the extent where you have 15 hours of class a week like me!

The student research rooms.

Starting at 10am I don’t usually leave the university campus until 5pm most days. I like to do the majority of my work at University so I can relax at home with my flatmates. My day mainly consists of language classes with the odd history class thrown in. I spend three hours at classes across the campus and for the rest of the time I prefer to study in either the School of Literatures, Languages & Cultures or in the Student Research Rooms in the School of History, Classics and Archaeology. This is a small library that only those who study history, classics or archaeology courses can access and it has little marble Greek statues around it!

Studying history mainly involves a lot of reading. For each history course you generally get two hours of lecture and a one-hour tutorial. The lectures will have a lot of people in them and you will all be listening to a lecturer talk about the topic you are studying. It goes without saying that you should be taking notes as the lecturers can say a lot about each of the topics as this is often their area of special interest and study, and so you have to develop the skill of notetaking. This involves actively listening and deciding what is important or relevant information, and generally does not involve copying from the presentation as you will be able to access this information throughout the duration of your course.

Tutorials are smaller groups of about twelve students where you discuss the topics you have been learning about in your lectures. Most tutorials require you to do pre-reading and so you discuss these reading in the tutorials with your peers and instructor (who is usually either a PhD student or a lecturer) alongside discussing any proposed questions that were suggested on the tutorial worksheet. Doing these readings is really important as it is good practice for writing your essays. When it comes to writing an essay, you need to have done a lot of academic reading in order to back up your claims and argument  – this means you need to know what is useful and what is not, which you can practice in doing the readings for your tutorials. The most important thing I would like to tell you is to learn to read well – it will really help you in your studies of history!

The good bit

Studying a language is quite different to studying history. First off there is much less reading which can prove to be a nice break from all the reading surrounding history. In Chinese, Russian, Japanese and Arabic you tend to get more classes than the European languages but you will definitely have quite a few classes ranging from grammar, reading and writing to listening to lectures and, of course, oral classes. Oral classes are usually around six people, with a tutor who is a native to the language. These are my personal favourite classes because you get to apply what you know into practicing speaking with your peers, which I always find fun, plus, often you get to make up fun stories with your classmates!

Generally, I prefer tutorials in ether History or in Chinese because I like to have a more a of classroom type setting like you have during high school. Saying this, I have had some really interesting lectures that I wished went on for much longer than their allotted time because it was just so interesting. The most recent one being a lecture on photography and its global influence. It really challenged a lot of my perceptions about the use of photography in history and I thoroughly enjoyed it! At university you get a wide choice in the courses you do so if there is something that interests you, I recommend choosing a course that covers this. But if you think this would be the most boring lecture to ever exist, make sure not to choose a course that covers this! Choose anything you think will really interest you and I am sure you will enjoy most, if not all, of the course.

Perhaps the best part of doing a history degree with a language, though, is the guaranteed year abroad in the country of the language you are studying. This is something I am really looking forward to as a day in my life next year will look a little different when I am studying Chinese and History in China.

All work and no play?

A view of Edinburgh from Calton Hill at sunset

Now you’ve probably gathered that I really like my degree and I probably sound like a little bit of a nerd, but I promise I do other things outside of studying! Most evenings, I spend time with my flatmates and friends across the city, sometimes going out into the pubs and clubs of the city, sometimes out to the cinema, or even sometimes on a walk around the city. Don’t knock it! Edinburgh is a beautiful city both during the day and the night and one evening I happened to see the northern lights from Calton Hill!

On top of this I am involved in a few societies. The History society is a big society for everyone who studies history or has an interest in history, and through this I play football at the weekend with the Edinburgh Woman’s History Football Club. I really love this and it is such a fun way to get to know others who like to play this sport but also study history and also one of the cheapest ways to play football! I am also a committee member on another society and frequently attend other societies such as the salsa society.

If you are thinking about doing joint honours History with a language, I would highly recommend it! Overall, I would say a day in my life can be very busy, but dividing my time between history and Chinese helps to keep me interested and motivated.

Seth is from Belgium and has recently completed his first year of studying History and Scottish History.

Starting university is always daunting but doing so as a ‘Mature Student’ can be even more so. Of course, even in this case one size does not fit all, as the term ‘Mature Student’ covers anyone starting university that is 22 or older and that covers a lot of ground and experiences. For this blog post, I’ll mention that I am nearer to 40 than to 22 and that I just finished my 1st year of undergraduate study. 

Before Starting 

There are some things that you need to keep in mind when starting university, as a mature student, that you might not have thought about. More specifically, you need to pay attention to how your finances will change. 

Something I learned on the fly, is that, as a student, you may not be eligible for most benefits – unless you also have a disability. This can be a nightmare if, like me, your situation changes, and you find yourself with a safety net missing as you are no longer eligible… So be aware of this caveat and plan accordingly. 

On a lighter note, stop worrying about being older than your classmates or not ‘deserving’ of your place at the University of Edinburgh. There is quite a big and friendly community of mature students at Edinburgh, so you won’t stand out like a sore thumb and the University wouldn’t have given you a space if you didn’t deserve it. So, take a deep breath and enjoy the free time you have before you must worry about essay deadlines and tutorial readings. 

Welcome Week 

Welcome Week is a great time to familiarise yourself with the University, meet people, discover societies and meet with your Academic Cohort Lead. 

This is the time to have fun and explore university life. Welcome Week is when societies and clubs offer taster sessions and city walks without having to commit to a membership, so it’s the time to test anything that tickles your fancy. 

Bear in mind that your School will also organise introduction sessions that are often mandatory, so make yourself a schedule around those. 

Lastly, don’t let FOMO get to you. Let yourself breathe, take your time, have fun but don’t make yourself sick with trying to do too much. Don’t forget that classes start the following week and you want to start on the right foot! 

First Semester 

The first semester is always stressful. I don’t think there’s really any way around it. But in hindsight, it’d give myself this piece of advice: 

As soon as you have your assessment due dates, mark them down then schedule in advance when you are going to do the reading, the planning, the writing and the editing for your essays, etc. This is especially useful if you end up with assessments that have close by due dates. I did this too late and ended up more stressed that what was necessary and that always tends to impact the quality of your work. 

Finally, use this semester as your ‘test’ semester. Try different things out for how to study or take notes, see how full you can make your schedule without it being too much. Keep what works and drop what doesn’t. That way when next semester starts, you’ve got a solid foundation and your work can only improve. 

Update from Student Stories: The University has created a new student support model to deliver more consistent support for students, to read more go to:

https://www.ed.ac.uk/students/academic-life/personal-tutor-and-student-support

This blog was originally published on the ‘Student Stories’ blog site. To read more blogs from our students you can visit the site here: https://blogs.ed.ac.uk/studentstories/

Amidst the excitement of the coronation of King Charles III, Dr Alasdair Raffe – Senior Lecturer in History – takes a look at the story of Scotland in it all.

Scottish Exemplification (official copy) of the Treaty of Union of 1707

“Some aspects of the coronation of King Charles III on Saturday 6 May 2023 have been updated to reflect modern tastes – the oil with which the king will be anointed is to contain no animal products, for example – but it will still be a deeply traditional occasion, shaped by centuries of precedents.  From a Scottish perspective, the famous Stone of Destiny on which Scottish monarchs were crowned prior to 1296, has been relocated from Edinburgh to Westminster for the day, and yet the coronation will be an essentially Anglican service in continuity with English coronations preceding the creation of the United Kingdom in 1707.

The coronation’s ‘Englishness’ reflects the nature of the union of 1707 – the union tended to add Scots to pre-existing English institutions rather than creating new British structures.  One result of this approach to uniting the kingdoms was that the coronations of post-union monarchs – George I to Elizabeth II – retained Anglican ritual.  (The late queen’s regnal number (‘II’) is itself, evidence that monarchs have been regarded as the successors of England’s pre-union kings and queens, rather than representatives of a British institution founded in 1707.)

However, there is a further reason why the coronations of the UK’s monarchs have been English in character.  In the second half of the 17th century the Scottish coronation ritual fell into disuse.  The last monarch to receive a Scottish coronation was Charles II, crowned at Scone on 1 January 1651, while his successors James VII and II, William II and III and Anne were crowned in England and none visited Scotland after ascending the throne.

Had separate Scottish coronations been deemed necessary, they might well have taken some years to arrange.  After all, Charles I – the first monarch after James VI of Scotland succeeded to the English throne as James I – was crowned in Scotland a whole eight years after becoming king, but few contemporaries were particularly concerned that the final three pre-union monarchs were not crowned in Scotland.

How can the eclipse of the Scottish coronation explained? Well, in the late 17th century, we might argue, the Scottish coronation oath was disentangled from the ritual of which it was traditionally part.  The oath came to be seen as an indispensable promise by the new monarch to rule the kingdom according to its laws, whilst the ceremony of coronation could be quietly abandoned. A coronation entailed a trip to Scotland, whereas a new king or queen could swear the oath without having to leave London.

King James VII

This development occurred thanks to the controversial reign of James VII and II, Britain’s last Catholic monarch.  Though James underwent an amended version of the Anglican ceremony shortly after becoming king in 1685, he was not crowned in Scotland, nor did he swear the Scottish coronation oath.  The oath required monarchs to uphold the Reformed religion, and James regarded such an undertaking as incompatible with his chief political priority – granting acceptance to his Catholic subjects.  When James was overthrown in the revolution of 1688-90, the supporters of revolution assembled in the Scottish Convention of Estates thought that the king’s failure to swear the coronation oath justified his removal from the throne.  According to the convention, James’s refusal to promise that he would govern lawfully enabled him to change Scotland from ‘a legall limited monarchy’ to an ‘arbitrary despotick power’.

Because the Catholic James had avoided the oath and abused his power, Scotland’s political elite ensured that his protestant successors swore the oath.  In 1689, William and Mary, victors of the revolution, were offered the Scottish throne and required to take the coronation oath.  After coming to the throne in 1702, one of Queen Anne’s first duties was to swear the Scottish coronation oath, tendered to her by members of the Scottish Privy Council then present in London.  Not only had the oath been separated from the coronation ceremony, but also it was taken immediately on the monarch’s accession to the throne.  Swearing the oath became a precondition for monarchical authority over Scotland.

Those who watched the television coverage of King Charles III’s accession council in September may have noticed that the new king also began his reign by swearing an oath relating to Scotland.  This was a result of the Act for the Security of the Church of Scotland, adopted by the Scottish parliament alongside the union in 1707.  On their accession to the throne, this statute requires, British monarchs promise to uphold the Presbyterian government of the Scottish Church as settled in 1690.  The Act for the Security of the Church of Scotland created a new oath, taking the place of the old Scottish coronation oath.  The new oath, like its predecessor, has been seen as an essential prerequisite for the exercise of royal power.

In the multi-faith but largely secular Britain of 2023, many will regard the Anglican character of the king’s coronation, much like his promise to preserve Scottish Presbyterianism, as anachronistic.  Both are legacies of the union of 1707, showing that the political struggles of the late 17th and early 18th centuries not only did much to define the constitutional position and ceremonial trappings of the British monarchy, but continue to do so over 300 years later despite society’s assertions that this is a thoroughly ‘modern monarchy’.”

Find out more about Dr Alasdair Raffe and his work on religion, politics and ideas in early modern Scotland.

Dr Aladair Raffe’s profile

For media inquiries, please contact press.office@ed.ac.uk

A new book by Professor Richard Rodger – Professor Emeritus of Economic and Social History – looks at the history of one of Edinburgh’s most beloved architectural icons, the ‘Colony’ house.

My book, “Happy Homes: Cooperation, Community and the Edinburgh ‘Colonies’”, takes its title from the Reverend James Begg’s 1866 publication, “Happy Homes and How to Get Them”. Begg was one of several influential Free Church of Scotland ministers who encouraged better housing as an alternative to what they perceived as the ungodly overcrowded and insanitary tenement flats in the Old Town. Begg made a link between housing improvement and the emergence of environmental biology – as contained in Charles Darwin’s “Origin of the Species” – and with Samuel Smiles’ popular volume “Self Help”, since both of these contemporary bestsellers were concerned in their different ways with the moral and physical improvement of the urban poor.

In 1861, in the midst of a long-running strike, the decision by a group of building workers to form and register a Limited Liability Company – one of the earliest in Scotland – and to issue shares, hold meetings, publish accounts, pay dividends, acquire sites and build houses was a truly radical departure. In the first ten years, the Edinburgh Cooperative Building Company (ECBC) obtained and built homes on six different sites, three of them in Leith (Hawthornbank, Ferry Road (Trafalgar Place), Restalrig Park) as well as Stockbridge, Norton Park (Abbeyhill) and Dalry. By 1871, the ECBC had completed over 750 homes and housed 3125 individuals. One in six of all household heads (16.5%) was a woman, over half of whom were widows. As shareholders and property owners women were also entitled to vote, not just in ECBC meetings but also eventually in municipal elections.

By 1914, half a century after its foundation in 1861, the ECBC had built over 2200 properties housing almost 10,000 people on eleven separate ‘Colony’ sites. Was there a bigger builder in Edinburgh between these dates?

Stockbridge Colonies off Glenogle Road

The houses were distinctive in their design – unusually for Scotland these workers’ houses were in terraces – each with a separate front door opening on to a small private garden with a shed or coal store. Entry was from both sides – the upper floor by external staircases on one side of the terrace, and the ground floor flat from the other side of the terrace. There were no through roads giving them a sense of safe, self-contained neighbourhoods each with discrete identities. Internally, there was a range for cooking, WC, sink with cold running water and, depending on the date of construction, one or two bedrooms.

‘New build’ model dwellings for the Edinburgh working classes were a new feature of the 1860s. The names, and indeed the buildings, are still evident in the modern cityscape – Pilrig Buildings, Ashley Buildings, Rosebank Cottages, Chalmers Buildings are just a few identified in “Happy Homes” – but the rents were beyond an unskilled labouring class of workers and, significantly, these model dwellings returned between 5% and 8% on capital invested. Even with ‘Begg’s Buildings’, a block for workers in Brand Place in Abbeyhill, it was not James Begg who invested but Robert Cranston, owner of the Waverley Temperance Hotel on Princes Street, who advanced £6000 for the construction of 72 new homes. His return was 8% – substantially better than government stocks.

“Happy Homes: Cooperation, Community and the Edinburgh ‘Colonies’” is based on a detailed analysis of manuscript census returns, valuation rolls (rental values) and Company records. This reveals much that is new about Edinburgh and the Edinburgh Colonies. The socio-economic composition of residents is explored, ownership patterns are examined, the scale of women’s involvement as household heads and property owners is identified, and the subtle variations in the occupational composition of each of the Colonies is revealed, an analysis of the birthplaces of residents produces intriguing patterns and geographical connections between and within Colonies.

Carvings showing trades involved in building the colonies

Perhaps most surprising is the conclusion that it was commonplace for individuals (rentiers) to buy several properties for letting and so the idea that the Colonies were an early example of a property-owning democracy is misplaced.

There were serious errors of ECBC management. This is not to deny the efforts and competency of James Colville during his 30 years as the ECBC Manager, but the ECBC made some dubious decisions. It was slow to recognise the sharp, sustained downturn in the local (and national) housing market after 1905. It acquired the Baird Saughtonhall estate in 1902 but soon after sold land at Balgreen to other house builders. After the Great War, unlike house builders McTaggart & Mickel, Miller and many others, the ECBC did not contemplate an application for the Treasury subsidies to private housebuilders in the 1920s. The ECBC was in terminal decline and before long the salaries of the office staff exceeded those of the building workers.

While there is rightly a degree of admiration at the ambition and scale of ECBC house building, and their remains a strong degree of local affection amongst the public for Edinburgh and Leith Colony housing in the 21st century, “Happy Homes: Cooperation, Community and the Edinburgh ‘Colonies’” is a hard-nosed assessment rather than a rose-tinted one.

“Happy Homes: Cooperation, Community and the Edinburgh ‘Colonies’” is published by The Word Bank (£15) which is a community initiative of the Old Town Development Trust with support from Scotmid, itself a Cooperative Movement successor to St Cuthbert’s Cooperative Society which was formed just a few months before the ECBC.

Over 10,000 overseas students matriculated with the University of Edinburgh in the 2021-2022 academic year, but what is like to study here? Georgia-Taygeti – originally from Greece – shares her experience.

My favorite class throughout the first two years of my History degree was not an actual history class. Instead, I looked forward the most to my Turkish class which gathered in the Islamic and Middle Eastern Studies building four times a week. It’s not that I didn’t enjoy my history classes, or policy and politics courses I took as electives. I did! But there was something really special about our little group of students from across the disciplines and our shared frustration over Turkish grammar. I ended up taking the course for four semesters and the class size ranged from nine to two, for our final semester before honors. I really enjoyed how regularly we met, the close-knit feeling of the group, and the Turkish treats our professor would bring us. I grew up watching Turkish soap operas, which I highly recommend as a genre of television, so I was really excited to be in a classroom learning Turkish. Mostly, I loved Turkish because in the classroom, all of us were trying to learn a language together. There was no one that was further ahead or further behind. In my history classes, there are always a couple of us that did not grow up speaking English and, still, it can still feel scary to have to participate in discussions with native speakers.

I started learning English when I was in primary school, as a foreign language. Now, I live my entire life in it, which feels insane. I write my academic essays, make friends, and work in it. Learning a second language opened a lot of paths for me, but also was a humbling experience, very much in the same way learning Turkish was. For me, learning a language is about making a lot (a LOT) of mistakes, until you start making sense. It also allows us to challenge our own sense of reality, both personally and as students. For history specifically, the range of sources I have been able to access through the languages I speak is significantly larger than if I only spoke English. If you only read English, it is easy to assume that all academic knowledge is produced in the Anglophone world. It is not. Really good historians produce work in other languages, and learning a new language can help us all access their work, instead of relying on the translation of their thought into English.

By virtue of the many language degrees Edinburgh offers anyone can take a language as a pre-honours elective. If that does not work for you, the Centre for Open Learning also runs ten week courses for many, many languages! One of my favorite recent fiction reads, ‘The Idiot’ by Elif Batuman, largely revolves around the protagonist and the relationships she develops with her classmates in her Russian language learning class. So if I can’t convince you to learn a language at university, maybe Batuman can!

Centre for Open Learning

To say the Covid years were tough is, of course, a gross understatement. But what if you’re a new international student finding your feet in a foreign country? Olivia is a second year History (MA Hons) student, and this is her story.

View of Edinburgh from Calton Hill at sunset.

I had never been to Scotland before August of 2020 when I moved here for the first time. I honestly don’t think I was scared then, but looking back with a year and a half of separation, I don’t know how I wasn’t terrified. I was definitely anxious about concrete ideas like making new friends, adjusting to learning at a university level, and what if I didn’t understand Scottish accents, but as for the physical act of hopping on an airplane and moving to a different country, I wasn’t overly concerned about it. It wasn’t really until my first week out of isolation that I realised I was in a totally new place living with totally new people, and I had no idea what I was doing. I still don’t really have any idea what I’m doing.

I spent my first couple weeks in the city going to the same grocery stores, the same tutorials,   the same coffee shop, the same and the same and the same. My world here – whilst bigger than I ever could have imagined in rural Texas – was still incomprehensibly small compared to the Edinburgh I live in now. And for the most part, I didn’t think about home. As the semester went on my flatmates and I started to get more comfortable with each other, and the same and the same and the same started to get less familiar. My flatmates and I would stay up late in the kitchen singing ABBA or trying to figure out ceilidh steps or talking about whatever and whatever else. We’d take day trips, go for long walks to nowhere, explore the wynds and closes of Old Town and get completely lost. And before I knew it, I had finished my first semester of university.

I went home for Christmas, discovered that it was infinitely harder to be the one who leaves than the one who stays, and when I came back, Edinburgh was a different city. The lockdown meant that even the same and the same and the same that I had experienced in the first semester was limited. My flatmates either went home or didn’t come back, so I moved to the West End of the city and basically didn’t leave my room for the rest of the semester. The concept of making a home here had splintered.

Olivia and her friend, Nikki.

But that semester ended too and I got to go home. I spent most of my summer recovering from living through a global catastrophe functionally alone, so when I came back to Edinburgh this year I didn’t know what to expect. I was scared that it was going to be as isolating as it was the previous semester, and I was scared that I would be starting over with friends again. But I didn’t have anything to worry about and this past semester has been incredible! The same and the same and the same of my first semester is a distant memory. Edinburgh – which I thought I had a decent grasp on – has gotten so much bigger and I can’t possibly imagine that I’ll see the whole city before I graduate.

I think that the biggest hurdle to overcome, being both an international student and a pandemic student, is realising that the concept of ‘home’ takes time. Recently, I went on a trip to St Andrews with one of my very dear friends, and for the first time coming back into the city felt like coming home. After a year and a half, I’ve made a home and I didn’t even know it. My home here is impermanent, but it is beautiful.

Scarlett is a 4^th year History and Politics student and she’s going to take you through a typical day in her life to give you a taste of what it might be like to study at the University of Edinburgh!

It’s Wednesday, February 2nd…

8.00am – Typically when I wake up and the first thing to do is grab a cup of tea and breakfast. I can’t say that I’m always waking up this time or getting up right when my alarm goes off at 8.00 but I do have some mid-semester deadlines coming up so its up and at ‘em for me!

9.30am – I have arrived at the School’s Student Research Rooms, a study space reserved for History, Classics and Archaeology (HCA) students. After last year in the midst of a full lockdown it feels amazing to be able to come back on campus and enjoy these beautiful study spaces once again. I’d say we’re pretty lucky in HCA to have a study space just for us that is so atmospheric. There’s a huge glass ceiling over the space letting the sun shine through and I see so many familiar faces studying in the space as well. For the next few hours I’ll be working on one of my chapters of my dissertation in Medieval history.

The Student Research Rooms.

12.00pm – My friend and I head out to one of our favourite coffee shops next to campus, Thomas J Walls, for some lunch. There are so many great food and coffee spots right on or next to our campus but today I was really feeling their avocado toast (they do it particularly well). As it’s so close to our building we run into several members of staff including the head of History and have a quick conversation. One thing I’ve always loved about the school is how welcoming and positive members of staff are. I feel that over the years I’ve really been able to cultivate positive relationships and found that they have been so supportive when I reach out for help!

Thomas J Walls hot chocolate – how good does that look?!

1.00pm – And we’re are back in the Research Room! For the next few hours I’ll just be doing some readings for my special subject course ‘Early Medieval Sexualities c.500-1000’. Our next seminar is discussing Monastic purity and clerical celibacy in about the ninth century in Western Europe. We’ll be going over sexual sin in male monasteries and why sexual purity was so important in the cloister. One thing I really appreciate about the structure of the History Degree is the fact that in our final year the classes we take are a year-long. It really allows us to delve into the subject at more length and really niche down on our interests!

4.30pm – In need of a snack break. My friend and I head over to Teviot, the student union, for some hot chocolate. I also really love the cookies that they sell at all of the student union venues so I make sure to grab one.

Me and friends all dressed up at our last History Society Ball.

5.00pm – I have a committee meeting with Edinburgh University History Society. I have been a part of the society since my first year and this year I’m the President! Being involved in the society has been a great way to be able to meet people in my course and stay active in the student community. Now out of the lockdown we’re able to resume some of our traditional events from pre-COVID! Last semester we held our annual ceilidh and we are currently in the works for planning our International Trip in the Reading Week (going to Krakow!) and our Annual Ball. This has been a really essential part of my student experience and I recommend everyone get involved in some way.

6.00pm – Look at me heading to the gym (a New Years Resolution). I wouldn’t necessarily consider myself an avid gym goer but Pleasance gym is great and has so many free classes for members. You can watch Netflix on the cardio machines and there’s a sauna in the locker rooms (I must admit this is my main motivation to go).

7.00pm – I head home and have some leftovers for my dinner before getting ready to go out to drinks with some of my friends. There are so many cool places to explore around Edinburgh and it is such a great city to be in as a student. Tonight, we’re headed to the New Town a little bit away from campus. I’ve genuinely really enjoyed my time here and am so happy with my choice to study here four years ago!

Fitting in, finding friends, ‘the student experience’. There is no one way to be a student, but 4^th year History (MA Hons) student Georgia-Taygeti shares her experience and how volunteering made the difference for her.

In my first year I didn’t really feel like I was doing the student thing right. I made my closest friends during a Film Soc screening but they were not studying Hhistory and so when I would attend lectures and tutorials, I felt pretty lonely. Every afternoon, I would head off to my part-time job so couldn’t attend most Society events. And while it was a great first year, I wanted to make an effort to feel more at home within the School of History, Classics and Archaeology (HCA).

When I came back for my 2nd year I joined the Peer Support Group for History and Classics as a volunteer. I hoped that by supporting 1st year students with their own transition into university life, I would find ways to also feel more integrated into the HCA community. And it worked! I still had a part-time job but most of our meetings were during lunch at the Rosalind Mitchison Room, the undergraduate ‘common room’, so this was finally something I could attend! I got to know the other volunteers – mostly 3rd and 4th years – most of whom I wouldn’t have had the chance to meet if I hadn’t joined the group and I was able to learn from their own experiences within HCA. So, in a way, I was the one being peer-supported without realising it but I also made close friends who then made me feel more at home within HCA.

I continued volunteering with Peer Support in my 3rd and 4th year. Now, I get to work with mentees from the years below me, but also spend time with other 4th years that I don’t necessarily share seminars with. When I look back on my 1st year, I remember how uncertain I was about the choices I was making, how overwhelming it felt at times to have to balance work, study, adjusting to a new city, making new friends, cooking for myself. When I decided to join Peer Support in my second year I felt that maybe it was ‘too late’. It was definitely not. We all come here with different expectations and different responsibilities. I was only able to join Peer Support because it is so flexible in the times we met and I was only able to stay because I was surrounded by people who understood that sometimes I couldn’t be there for our events or meetings because I had to be at work.

I’m not at the end of my student experience in Edinburgh and it did not look like what I thought it would when I was a teenager applying to University! I have loved my time here, though, but did it look like a coming-of-age film filled with wild nights out, heartbreak, and fancy balls? Not as much as I expected it to. My university experience has been more about potlucks, Sunday visits to the Stockbridge market, trying to figure out how to budget and pay for gas and electricity, and always missing the family Skype calls (and then getting yelled at by my mum for missing the family skype calls!), but because I volunteer for Peer Support, I feel like I belong to HCA. I recognize faces when I walk to class, I have people to chat to before the seminar starts. I didn’t expect this to be such a big part of my student experience in Edinburgh, but it has! And I am really, really glad I joined up.

Find out more about peer support within the School of History, Classics and Archaeology

Good question. Luckily, Tristan [MA (Hons) Ancient and Medieval History] can help answer that.

The fortress on top of Castle Rock includes the 12th c. St Margaret’s Chapel – the oldest building in the city.

In the 18th Century Edinburgh designated itself the ‘Athens of the North’, and wandering through the city centre it’s not hard to see why. Okay, after twenty-something years in the Scottish capital I’m admittedly a little biased. But what isn’t to love about studying a history degree in a city with a beautiful medieval Old Town, gardens set in an old loch and a castle built upon an extinct volcano?

A city that blends its rich history with its position as home of the largest arts festival in the world (yes, the world!) is something quite unique – there’s nothing like wandering down the Royal Mile during the Edinburgh Festival Fringe in August. In fact, Edinburgh hosts a huge programme of events throughout the year: from the Book, Jazz and Blues, and Science Festivals, to the Royal Edinburgh Military Tattoo. If live arts aren’t your thing – although there’s plenty to indulge in across the city’s many theatre venues – you’ll certainly find something to pique your interest.

One of my favourite aspects of the city is its fantastic selection of museums and galleries, the largest of which is the National Museum of Scotland located just minutes from the School of History, Classics and Archaeology. Its collections include the recently opened Ancient Egyptian and East Asian galleries as well as an extensive wing dedicated to Scotland’s past. However, because the city itself is so rich with history, just wandering down the Royal Mile is an adventure in itself. Each ‘close’ – the Scots word for an alleyway – tells a story, of its former occupants or use, the most infamous being the underground Mary King’s Close (definitely worth a visit!). A former lecturer once told me to always look up at buildings when wandering through the Old Town as you’ll be amazed at what you learn from inscriptions and plaques.

Even in the middle of the city centre, there are lots of places for a quieter walk, including along the Water of Leith in picturesque Dean Village.

What I particularly love about the city is the amount of green space. The public Princes Street gardens, situated between the New and Old towns, are always bustling, as are the gorgeous Royal Botanical Gardens. However, you’ll find some more secluded spaces if you know where to look, including a hidden gem at the bottom of Dunbar’s Close – I’ll let you discover that one for yourself! You’re also never too far from the countryside and there are lots of scenic walks a short bus or train journey away.

Between its incredible art and literary festivals, heritage sites and beautiful parks – and that’s before we discuss everything that the university itself has to offer – Edinburgh is a pretty fantastic city. To be a history student here is something really special, and whilst it might not boast the monumental buildings of the Athenian acropolis, the ‘Athens of the North’ isn’t short of wonder.

Find more walks around Edinburgh at the Visit Scotland site.

You can see a map of green spaces within Edinburgh on the Edinburgh Outdoors website.

As part of Pride Month, Tristan (Ancient and Medieval History, MA Hons) shares his experience as an LGBTQ+ student at the University of Edinburgh.

Navigating your first year at university can feel both intimidating and exciting as you get to grips with higher education, exploring a new city and meeting new people. This experience can seem even more daunting as an LGBTQ+ student, particularly when tolerance can vary so widely between countries. Fortunately, Scotland has strong governmental policy supporting the rights of LGBTQ+ people and the United Kingdom as a whole has consistently ranked highly on the Rainbow Europe Index. But what does this mean for LGBTQ+ students at Edinburgh, and what is life in this city really like for those of us who identify as such?

LGBTQ+ Life on Campus

As an openly transgender and queer man, I did have some anxieties about adjusting to student life and whether I would find my place in Edinburgh. Despite being an Edinburgh native, beginning undergraduate studies is a big step for anyone. Thankfully, my time here has been overwhelming positive and I’ve had the opportunity to engage in a number of LGBTQ+ centred events. I currently sit on the School of History, Classics and Archaeology’s Equality and Diversity Committee and, as part of that, helped organise an LGBTQ+ History Month event in February 2021. Despite being forced online by the COVID-19 pandemic, this meant we were able to invite a speaker from the US to discuss their work with Queer Britain. EUSA, the University of Edinburgh’s Student Association, also run events to commemorate this month, so you’re sure to find lots to get involved with.

Likewise, there is both a student-led PrideSoc, which you can join, and the Staff Pride Network who hosts events and networking opportunities. LGBTQ+ support is very visible on campus, and I’ve felt confident being open about my sexuality and gender identity.

Finding Support

As well as the groups on campus, there are various charities and community organisations which can support you as an LGBTQ+ person. LGBT Health and Wellbeing, based in Edinburgh, host a variety of services, including several social groups, so you needn’t feel worried about being isolated during your time here. You can also find support through the likes of the Scottish Trans Alliance, LGBT Youth Scotland and Stonewall Scotland.

In 2020, Somewhere: For Us, a magazine celebrating LGBTQ+ people in Scotland, was launched here in Edinburgh which is not only a fantastic resource but highlights the importance of visibility in the city.

Bars, Cafes and Eateries

Edinburgh also boasts several venues either owned by or active allies towards LGBTQ+ folk, including sober spaces such as the Greenwood Cafe, and bars and clubs like Cafe Habana and CC Blooms. There is also a fantastic queer-friendly venue opposite the central campus, Paradise Palms, if you want to grab some food (all of which is vegetarian/vegan) or a drink after your studies. Whether you’re looking for somewhere to eat or want to experience the night life, there are lots of options within the city.

Edinburgh as a city is vibrant and beautiful, and LGBTQ+ life here is no exception. If I can offer any advice to you as a prospective student, it’s OK to be yourself and don’t hesitate to reach out for support.

Much of university recruitment is aimed at school-leavers, but what if you are older or have been out of education for some time? Tristan – MA (Hons) Ancient and Medieval History – told us his story. 

In 2018, the University of Edinburgh launched its Access Programme as part of its Widening Participating Initiative. As a 26-year-old who had been out of education for four consecutive years, having previously studied Acting and Performance, and later Art and Design, I was eligible to apply. My previous study had ignited a fervent interest in History of Art, and it was with the intention of undertaking undergraduate study in this discipline that I enrolled on the Access course. What it revealed to me, through exploring a wide range of subjects within Humanities and the Social Sciences, was that it was history – particularly of the ancient world – that really engaged me and so, the following year, I began my MA (Hons) in Ancient and Medieval History.

By now a 27-year-old student, it would be fair to say that I was incredibly anxious as to what my experience would be like. Would I find my place in an institution filled primarily with students ten years younger than myself? Would I get as much out of the ‘university experience’ than I would have done had I enrolled immediately after high school? Now, coming to the end of the second year of my degree, I’m confident to answer with a resounding yes to both questions, and I feel that my experience has been testament to the need to engage adult learners.

I write all of this as a 29-year-old, well aware of the fact that there are students in my cohort who have been outside of institutional education for far longer, but I think any significant gap in study can fill one with a great deal of self-doubt. There’s an expectation upon young learners that those who are capable go on to higher education immediately after education, and the six years I spent at high school felt as though I was expected to follow that trajectory. I chose a different path and whilst I have absolutely no regrets for studying the performing and visual arts, I realised that neither really engaged in the way that study ought to. Had I not followed those routes, however, I don’t think I would be where I am today (cliché notwithstanding).

On 6 April 2021, I was invited to participate in the Classical Association Annual Conference on a panel entitled, ‘Inclusive Classics and pedagogy: teachers, academics and students in conversation’. What the discussion revealed is the dichotomy between ‘the institution’ and the individuals within it. Classics has been thrown into the spotlight recently, both in academic terms for the ‘dead white men’ narrative that pervades it, as well as in news stories surrounding the appropriation of ancient iconography by alt-right groups. Much discussion has been had as to how Classics as a discipline can survive when it seemingly perpetrates elitist ideology, owing to the fact that very few high school students have the opportunity to study it. In fact, I had no idea what ‘Classics’ even meant until enrolling on the Access Programme in 2018. But I don’t feel that has disadvantaged me in any way, nor has my status as a ‘mature student’; rather, I feel that it has allowed me to approach the discipline with eyes that seek interdisciplinary study, that see the Graeco-Roman world as one aspect of a rich and diverse ancient world, and that appreciate the diversity of the student experience.

Recently, I launched an article series, ‘Classics in Conversation’, through my work with Retrospect Journal (for those of you who don’t know, Retrospect is the School of History, Classics and Archaeology’s student-led journal). This series poses questions to students both to encourage critical thinking and to provide a space to consider some of the most pertinent issues in the discipline today. I’m delighted with the response we’ve had thus far, and I feel as though it has highlighted the need to engage students in wider issues through a platform that elevates their voices. Ultimately, it’s my hope that Classics continues to thrive as a discipline, and it is also my hope that more students like myself will feel confident to pursue their ambition.

Read ‘Classics in Conversation’ on the Retrospect website

Find out more about the University of Edinburgh’s Access Programme

The website of the Classical Association

Will I find those “friends for life”? Will I be able to balance my studies with a healthy social life? Will there be societies I want to join? Jack – History and Politics (MA Hons) – answers these very questions.

Some of the biggest worries that Freshers tend to have about coming to university are around becoming part of the student community. It can be daunting at Freshers’ Fairs or Open Days (virtual or otherwise) or even just walking around campus. Everyone seems to have their own passions, niches, groups and extra-curricular goals.

I remember thinking how important it was that I “put myself out there”. Yet, in my experience, it’s never as hard as it seems. At Edinburgh, the sheer variety of opportunities means there really is something for everyone. At the end of the day, once you do put yourself out there once or twice, there’s no looking back. For every interest, hobby, sport or passion, you will find an open, enthusiastic community of students ready to welcome any new members. Be it academic, sporty, musical, campaigning, fundraising – finding your niche, your own wee community, doesn’t have to be the scary task it first appears to be

Student Societies within SHCA.

The School of History, Classics and Archaeology has a thriving student community (made up of various societies and student groups) which continues to organise a diverse array of events and activities. For me, I have benefited immensely from being a member of and now officeholder in the History Society. We are a tight-knit student family of history-lovers. We engage in serious academic discussions and respond in historical ways to important current affairs issues, whilst also having fun and organising exciting socials and trips.

In the past, we have had fascinating academic discussions and speaker events, from “A Journey through Ancient Egypt” to the history of Edinburgh’s HIV/AIDs outbreak to disability history to the slave trade in Scotland. We have hosted incredible speakers, from Professor Sir Geoff Palmer, Scotland’s first black professor, to Holocaust survivor, Tomi Komoly. Our programme has also included high-octane ceilidhs and balls at prestigious Edinburgh venues. We have organised trips to our favourite historical sites, as well as city breaks abroad during our (always productive) reading weeks. Our most recent trip was to Prague, where we visited the famous Castle and Cathedral, went on a Communism tour and even dressed up as kings, queens and knights (see the fabulous photo, above). We also have karaoke nights and walking tours, pub quizzes and movie screenings. And to think we are just one of many, many societies!

Undoubtedly, at the time of writing, things are different. Covid has massively changed the student experience. Involvement in societies is no exception. Yet, groups across the university are adapting. Whether its baking or Persian or netball or Harry Potter appreciation, societies are refusing to let Covid ruin the fun, the discussions and the memory-making. The History Society is still running plenty of events online and has been a platform for first years to get to know fellow history-lovers, as well as meet older students to get advice and guidance.

I personally have met some of my best friends through the History Society. Sharing a love for a subject and having a laugh at the same time is the perfect way to enhance your university experience. Getting involved in societies also affords you the chance to stand for election as a committee member. I cannot recommend this enough: it has been an opportunity for me to get involved in student representation at university and to really connect with faculty members. It also gives you the chance to organise your own society events and represent your society at official occasions. We even got to meet the Chancellor, HRH The Princess Royal, last year!

Moving up to university can be worrying at the best of times and Covid has been a huge challenge. Yet getting involved in our societies and becoming part of our HCA community is a fantastic way to break down those barriers. My advice? Don’t hold back! Reap the benefits of an active campus life and explore the diverse range of student groups and societies waiting to welcome you.

When History and Archaeology student Tom’s outreach project fell foul of Covid, he looked closer to home for inspiration and Footnotes was born.

One day in December I was trawling through reports written by the commercial archaeology firm Oxford Archaeology North about the archaeology that they had found in my local area. Commercial archaeologists survey archaeological remains on behalf of companies and governments, usually to help them make decisions about heritage preservation or building projects. Commercial archaeologists are made to work much quicker than academics, navigating strict deadlines and small budgets. Consequently, their reports are often dry lists of facts with few attempts to make them relevant or exciting to a wider audience. They are often referred to as “grey” literature. Not so that day!

Almost by accident I stumbled onto a description of a plaque dedicated to someone called Darwin Leighton. Intrigued by – if nothing else – his name, I looked him up online. It turned out he lived and died in Bleak House, Kendal. It was then that my obsession began. Why? Because Bleak House is less than 100 metres from where I live, where I am sitting right now. In fact, because my house was a bakery during Darwin’s lifetime, it’s possible he once stood in the very room I am writing in.

I just had to find the plaque. This would be an ideal story to share for the same reasons it appealed so much to me. It was local and personal, highlighting how archaeology can allow us to explore the lives of humans who lived in the same places we do and – in many ways – lived quite similar lives to us. The problem was no map was included in the original report, instead just a cryptic reference to another report. The black and white photo of a wall next to some trees was also, to put it mildly, less than illuminating. But I was on the scent and, like Lara Croft or Indiana Jones, I couldn’t be stopped. Admittedly – rather than hired guns, intricate booby traps and (sigh) dinosaur infested Aztec ruins – the challenges facing me were local bureaucracy, rain and overgrown bushes. I eventually found the second report and even a vague grid reference for the plaque. Armed with a paper printout, I strode into the woods convinced that determination, guile and grit would find the plaque. They didn’t. Hours later, I was stood on the roadside, trying to read my crude map by the light of the setting sun. Then, it struck me and all at once I understood the meaning of the map. The plaque was metres away from me. There were two paths I could take, a long route following footpaths or a much shorter route through some bushes. Seconds later, I had found it! “Archaeologists are a peculiar bunch” I thought to myself, pulling twigs out my hair.

Why was I doing all of this? I was enrolled in the course Geoscience Outreach and Engagement, where each student organises their own outreach project in order to share something about our university course with the public. My original plan, a tour of Edinburgh’s archaeology, had been scuppered by the second wave of coronavirus in the UK, forcing me to return home to Kendal, Cumbria. Instead, I decided to make a series of short videos highlighting the unsung archaeology of my local area to, firstly, teach the people around me about the archaeology of my home town, and to tell stories that are deeply personal about the people who lived here in the past, many of whom were just like me. But I realised that, especially at the moment, not many of the people who watch will be able to visit Kendal so I also strive to teach broader lessons about what archaeology can teach us and how people can make their own discoveries.

Four videos are now on YouTube on the Footnotes channel covering lime kilns, time guns and ridges and furrows. And Darwin Leighton, of course.

You can watch all Tom’s videos on the Footnotes channel on YouTube.

Leaving home to go to University is daunting enough, but what’s it like if you’re travelling across the world to do it? Scarlett is from the US so she can tell you.

At times as an international student, it can be difficult to be so far away from home. But trust me when I say it’s worth it! Now, as a third-year student I can say I’ve found a home in Edinburgh.

Members of the History Society in Prague.

When I first started university, I didn’t experience too much homesickness. The first few weeks are packed with classes and social activities. I was so busy meeting new people and going to class I barley even noticed how far away I was! My accommodation was really social, and a few of us would go to the Welcome Week stalls and then go to society events in the evenings. When classes started, my tutorial group would grab coffee or drinks afterward. It was also so much fun to learn more about Scottish culture and history. Although I struggled to adjust to the accent, Scots are so welcoming, and I loved exploring the city.

It wasn’t until around late November and Thanksgiving was coming up that I started to feel homesick. Most of my friends from home were on break from their own universities and hanging out with each other. It was also my first time missing out on the holiday and the longest I had spent away from my family. It’s not easy to be so far away from home especially since my friends around me could do weekend trips to see their families.

Coming back from the winter break, I felt rejuvenated but still fearful that the feeling would return. Thankfully, by then I had built up a solid group of friends and I started attending more society events, getting closely involved with the History Society. With them, I attended social events like the Annual Winter Ball and Burns Night as well as going on a trip to Prague in the February Reading week. This gave me a group of people to turn to if I was ever missing home, and last year my friends and I put on our own Thanksgiving meal together.

I still get homesick, but it’s so much less frequent now and I absolutely love being an international student in Edinburgh. The city offers so much to do from outdoor climbs up Arthur’s seat or a fun spooky tour of Mary King’s Close to just or popping into different restaurants and pubs in the New Town. I’m so happy I made the choice to study abroad!

The University of Edinburgh Staff Pride Network supports LGBT+ colleagues and allies, one of whom is HCA staff member Emma. We asked her about her role as Ally Representative.

Hi there! I’m Emma, the School of History, Classics and Archaeology’s Modern Apprentice who has recently been appointed as Ally Representative in the University of Edinburgh Staff Pride Network (SPN). As it’s LGBT+ History Month, I thought I’d let you know how my role works and what you can do to support the community at the University.

Ally reps show constant support to the LGBT+ community in many ways. They familiarise themselves with the language to use when talking with LGBT+ people such as preferred pronouns, they organise and become involved in events, they educate themselves on the history of the movement  – LGBT+ History Month is an annual month-long observance of lesbian, gay, bisexual and transgender history, and the history of the gay rights and related civil rights movements, founded in 1994, and a great source of information – and last but not least they stand up for what they believe in! As well as an Ally Rep I am also the Meeting Secretary for the Network, and am part of the events team in the committee whilst creating and curating the SPN Instagram account.

I’ve supported the LGBT+ community fully throughout my life so am determined to put my organising skills to work to create some fun and engaging events and make sure LGBT+ voices are being heard and respected across the School and the wider University with my other fellow ally rep, Tara Spires-Jones. We’ll do everything we can to make the UoE a more inclusive place and to encourage other allies to speak out and show their support for the community.

If you are interested in becoming more educated and involved in the Staff Pride Network, join our lovely group of people in the network to keep making supporting the LGBT+ community possible! If you’re at the University and  have any questions, or if you have event ideas or important issues regarding LGBT+ staff or students at the UoE for myself and my other ally rep to follow up on, contact me at the School and I’ll get back to you!

Further information:

Find out more about University of EdinburghStaff Pride Network

Network events for LGBT+ History Month

LGBT+ Allies

University of Edinburgh staff – join the Network

Dr Molly Merryman

LGBT+ History Month Event

As part of LGBT+ History Month Dr Molly Merryman gave a lecture, ‘Queer Voices from the Pandemic’ on 9 February, 2021. You can view a recording of the lecture at this link.

This October we are celebrating Black History Month, and we asked some of our tutors who study Black history within the School for aspects of Black history that they think are untold. From influential figures to fascinating manuscripts, these sources give us a deeper understanding of Black history and why it is so important that we pay more attention to these histories and mark Black history at all times of the year.

We understand that by writing this as non-Black people we cannot understand or represent fully what Black History Month means, and we recognise that there is an urgent need to not only be more inclusive of Black voices in academia but also a wider push within the discipline of history as a whole to amplify Black writers and stories.

You can find out more about the work of these tutors at research.ed.ac.uk Check out the RACE.ED blog (www.race.ed.ac.uk) and the BlackED movement on campus who are carrying out fantastic work on racial literacy and much more. Another great source of knowledge is The Black Curriculum (theblackcurriculum.com), which campaigns for a greater representation of Black British history in the UK.

Mark Newman – Amy Ashwood Garvey (1897-1969) in Britain

Amy Ashwood Garvey

In both Jamaica and the United States, Amy Ashwood played a major role in the founding and organisation of the Universal Negro Improvement Association, alongside her future husband Marcus Garvey. In a peripatetic career, she remained a significant figure in Black Nationalism after her divorce in 1922 and subsequent relocation to London, where she mixed with activists and intellectuals from Britain’s colonies and, with Ladipo Solanke, helped form the anticolonial Nigerian Progress Union in 1924. Ashwood returned to London in 1935, where, along with C L R James and George Padmore, she helped establish the International African Friends of Abyssinia to protest against Italy’s invasion. She also opened the International Afro Restaurant and the Florence Mills Social Parlour, both of which became meeting places for activists. In 1937, Asghwood, alongside notables that included Jomo Kenyatta, launched the International African Service Bureau, which championed anti-colonialism and self-determination. In 1945, she was one of only two women who addressed the Fifth Pan-African Congress in Manchester. Ashwood chaired its first session and, in a report, condemned inattention to black women’s concerns. After living in Liberia between 1946 and 1949, she returned to London, where she helped found the Afro-Women’s Centre and in 1958 the Association for the Advancement of Coloured People. Ashwood returned to Liberia in 1960 for four years, and, after some time in London, relocated to the West Indies, dying in Jamaica in 1969.

Dr Jeremy Dell – The Life and Struggles of Our Mother Walatta Petros 

This week, students in ‘African Intellectual History’ are reading The Life and Struggles of Our Mother Walatta Petros, the earliest known book-length biography of an African woman. Written in Ge’ez in 1672, it tells the story of Walatta Petros, a female saint of the Ethiopian Orthodox Tewahado Church who led a successful resistance movement against Portuguese efforts to convert Ethiopians to Catholicism. She is revered to this day as an exemplar of strong female leadership and independent African Christianity.

You can access this book on DiscoverEd.  

Dr Ismay Milford – The All-African Students Conference of October 1960

Pro-Lumumba protest, London, c. 1961. Courtesy of Peter Obanda Wanyama

“This conference […] recommends decolonisation through the re-writing of school textbooks which have distorted the historical facts and denied our peoples’ scientific and cultural contribution to the progress of humanity”

This resolution has remarkable contemporary resonance, but it was passed sixty years ago this month, at the All-African Students Conference (AASC) in London, 12-14 October 1960. The British security services (who kept a close eye on the conference, due to its links with the British Communist Party) dismissed the event as a failure, claiming that it was poorly attended because its organisers, the students and political exiles who constituted the Committee of African Organisations, had sent invitations too late. But looking back at the eighteen resolutions these students passed, we can see the AASC for the achievement it was. The students subverted the Iron Curtain at the height of the Cold War, inviting African participants who were then studying in Eastern Europe, and holding successor events in Belgrade and Moscow during the next few years. They tackled decolonisation of the curriculum even while many were directly involved in the struggles to win political independence for African countries that were still under European colonial rule. They were thinking about the problems of neo-colonialism too: their resolutions protested foreign intervention in the newly independent Congo where, three months later, the country’s first elected Prime Minister, Patrice Lumumba, would be murdered.

This conference may itself not have made it into textbooks but, as Priyamvada Gopal has argued, the resistance of people around the world to colonial rule provided lessons and inspiration for protest movements elsewhere – not least in the UK, where white British people would soon begin to rally around the fate of Lumumba too. Indeed, some of these students had attended a similar Pan-African Student Conference two years previously at Makerere College in Uganda – both events are part of the longer genealogy of protest which inform current demands for decolonising the curriculum.

 Both these conferences are explored in Ismay’s forthcoming book. Her current research is part of the project ‘Another World? East Africa and the Global 1960s’ (https://globaleastafrica.org/)

Professor Diana Paton – James Williams

Many of the most powerful voices in the campaign to fully abolish slavery were those who had experienced it themselves. James Williams was one of these. Born into slavery in Jamaica to an African mother, Mira, and an enslaved father whose name was not recorded, he became briefly famous in Britain in 1837 with the publication of his A Narrative of Events, since the First of August 1834. The pamphlet told in powerful prose of the terror and violence inflicted under the system of apprenticeship, which the British government had in 1834 instituted in the Caribbean colonies, the Cape Colony, and Mauritius. Apprenticeship was supposed to be a gradual means of ending slavery, but Williams’s pamphlet argued that far from representing an improvement in conditions, apprenticeship had made things worse. Based on his own experience and those of others he knew, Williams stated that ‘Apprentices get a great deal more punishment now than they did when they was slaves; the master take spite, and do all he can to hurt them before the free come.’

Williams’s pamphlet was a best-seller. His shocking exposé led to investigations in Jamaica and discussion in the Houses of Parliament. It played an important role in mobilising public opinion in Britain against apprenticeship, which ended in 1838, two years earlier than the government planned. His own subsequent history is difficult to trace. The Quaker abolitionist Joseph Sturge, who had paid for Williams’s freedom and his passage to Britain sent him back to Jamaica in late 1837, where he quickly disappeared from the historical record. He symbolises the complicated alliances between enslaved people in the colonies and abolitionists in Britain in creating a successful movement against slavery.

Read James Williams’s Narrative here: https://docsouth.unc.edu/neh/williamsjames/williams.html

For a longer introduction, see Diana Paton’s edition of A Narrative of Events, published by Duke University Press. DiscoverEd

Dr Josh Doble – Revisiting anti-colonialism: African women’s activism in colonial East Africa

Queen Muhumuza

In the UK we often suffer from a lack of awareness and lack of nuance when it comes to understanding histories of colonialism in Africa. Such issues of representations are part of our national ‘imperial amnesia’, which is being increasingly challenged by anti-colonial activism.[1] Yet much work needs to be done to complicate and better publicise the experiences of African people under colonialism. African people were not passive recipients of colonial rule or the ‘civilizing mission’ which underpinned it.

In the early twentieth century two East African women took up arms against British and German colonialism. Between 1900 and 1911 Muhumuza, or Muhumusa, a member of the Rwandan royal family and a medium of the deity Nyabingi launched a campaign against King Musinga, an ally of German colonialism. Her charisma and spiritual power sparked the first armed responses to colonialism in the region, and her virulent anti-colonialism and anti-Christian stance resulted in a rare moment of European solidarity as German, British, Catholic and Protestant actors came together to subdue her. She was twice imprisoned and exiled in Bukoma and eventually Kampala, where she died under house arrest in 1945.

Statue of Mekatilili wa Menza in Malindi’s Mekatilili Garden

Two years later in 1913 and 1,500 kilometres away on the Kenyan coast another female leader, Mekatilili wa Menza led her people, the Giriama, against the encroaching presence of British colonialism. In response to demands for labour and the spread of Christianity, Mekatilili, a widower without any prior claim to authority, spoke out against the British at public meetings, even allegedly slapping the region’s colonial administrator. She went on to launch a campaign of civil disobedience, cultural pride and non-co-operation. She was arrested and exiled, Giriama lands were seized, their spiritual sites desecrated, and punitive labour recruitment instigated. Mekatilili has since inspired Kenya’s feminist activists and has become an increasingly popular national figure.[2]

Whilst Muhumusa and Mekatilili operated in different contexts, both utilised spiritual and cultural histories to resist colonialism – it was through pre-existing African ideologies that territorial and spiritual colonialism were challenged. The courage and conviction of these two figures was remarkable, as their campaigns disrupted the racial and gender hierarchies which underpinned colonial rule. Through their compelling cultural power and apt critiques of colonial interference they mobilised large numbers of African people to take up arms and repeatedly shook the tenuous structures of colonial power.

Muhumusa and Mekatilili helps us think more expansively about what anti-colonialism looked like. Anti-colonial resistance came in many forms then and continues to do so now. Highlighting the lesser-known histories of those who fought colonialism helps further understandings of the complexity of African social and political economies and the ways in which non-Western beliefs and cultural practices were used with anti-colonialism. In a contemporary political environment where public figures feel emboldened to discuss ‘Why the West Won’, it is important to remember those figures who challenged ‘Western’/white supremacy. Muhumusa and Mekatilili’s celebration as heroes in East Africa foregrounds how black memories of empire contribute towards a more nuanced understanding of history and encourages the on-going struggle for decolonisation within Britain and East Africa.[3]

[1] The Rhodes Must Fall campaign being the most obvious anti-colonial dialogue between South Africa and the UK.

[2] Carrier, Neil, and Celia Nyamweru. “Reinventing Africa’s national heroes: the case of Mekatilili, a Kenyan popular heroine.” African Affairs 115, no. 461 (2016): 599-620. DiscoverEd

[3] Ferguson, Niall, Civilization: the six ways the West beat the rest (London: Allen Lane Publishing, 2011). DiscoverEd

We asked Student Ambassador Alfie for his thoughts on what it’s like working whilst studying.

My first piece of advice for any students looking for a job in term-time would be to make sure you read the job advert closely. If you don’t, you may end up like me. Not that that’s a bad thing. I’ll explain.

When it’s all gone a bit hands in the air…

I’d been at Edinburgh for almost a year, and was coming up to the start of my second year. The shock of being at university had finally worn off, and I began to realise that my degree left me with some spare time in the week. Now, spare time is a great way to unwind, but for some of us, too much spare time leaves us feeling aimless, and that’s certainly the way it is with me. So, I took myself onto the University’s MyCareerHub and began to hunt for some part-time work because, hey, everyone needs a hobby, and it hardly hurts if that hobby is paid. There I was, flicking through all kinds of different opportunities – Typist? Too uncoordinated. Childcare? Not quite my speed – when I noticed that the Student’s Association were looking for… Security? Sure, that doesn’t sound too hard, and the pay seemed good. Bouncer. Stand on the door and scowl. Right?

Eighteen months later, I’m still working that same job. Except it’s not the job I expected. But that’s OK, because it’s a world away from being a bouncer. The advert emphasised customer service and communication, which, while useful for the job is not the purpose. I now know that the role focuses a lot on managing the expectations of customers and doing your best to make sure everyone is looked after and safe. It’s given me a real sense of freedom and skills I know I’ll use elsewhere. Finding employment and managing the schedule it brings alongside full-time study is an impressive achievement – one that future employers will look for, and one that demonstrates a great step into maturity. What’s more, you can get official recognition for it on your HEAR transcript with an Edinburgh Award.

I have a new income stream alongside my studying, and more focus as I spend less time staring aimlessly at the ceiling. I also have a new group of friends from all kinds of backgrounds, as well as experiences and ambitions that I’d never considered before moving to university, to share an entirely new part of my life.

Some people are fortunate enough to never need to work whilst studying, but for the many of us that have to, Edinburgh is full of opportunities whether it’s a Saturday job, something a little more regular, or one of the many full-time positions over the summer. There really is something for everyone, and something to ensure that we can all get a little more money in our pocket.

One of our students, Sarah, gives us the lowdown on surviving exams.

As a student, exams are inevitable: some courses only require in-term coursework, but most have a final exam to test your learning through the semester. As a fourth year I’ve gone through many exams and have developed my ideal system for dealing with them. This is my list of top tips for exams, based on what has helped me through these four years.

Revision

There is no denying that revision is stressful, especially when exams are early or come closely together. What comes first is figuring out where you can revise best. I personally like to find a good café where there is some background noise and lots of coffee and snacks, however, others might prefer the library, various other university buildings, revising in accommodation, or revising from home. Even if you prefer to move around to revise, I’d recommend finding some reliable spaces where you can work well and sticking with them.

Once you’ve found your revision space, the work itself is the next step. Over the years, most of my courses have been composed of a number of different and distinct topics, with exam questions relating to these individual topics. It’s usually best to revise a few of these topics rather than the entire course, to build greater depth of knowledge in particular areas. Always make sure to ask your lecturer for advice on how to best revise, and how many topics you should learn for the exam.

Relaxation

Revision is important, but you should also allow time to relax and wind down. I have a bad habit of overworking and getting very stressed, particularly with essays and exams, and have had to force myself to stop working after I’ve done a certain amount or if it’s getting too late in the evening. In exam time you have to take care of yourself – eat well, don’t overdo the coffee, make sure to get enough sleep (I’ve found apps like Sleep Stories and Slumber are good for distracting me from overthinking), and try not to overdo it. Make time to talk to your friends and flatmates, as they’ll all be feeling the stress too. It’s important to get work done, but it’s just as important to keep yourself feeling OK, relieve some stress, and remember, especially, to take a break after an exam if you have another soon after. It’s good to do well but not if you’re sacrificing your physical or mental health to do so.

In the exam

The next step is the exam itself. Always remember to take plenty of pens, a highlighter can be useful, and definitely remember a watch in case your seat doesn’t have a clock nearby. Take your time and read the questions carefully (everyone tells you to do this but it’s definitely important!), and try to decide on both essay questions early so when you go back to the second your brain has had a chance to come up with an answer. Before writing, it is always useful to sketch out a plan – even just a basic structure for the answer – that you can go back to when you are writing, to help yourself out later. With two hours for two essays, I take five minutes for each essay to plan its structure, then around ten minutes per paragraph, and any spare time to reread my answers. This may not work for some, but it has done well for me so far!

It’s only now that I’m in my last semester of my final year, and I’m having to contemplate moving to a new city, do I realise quite how much I love Edinburgh and the people in it. Having lived here for four years now, and I can honestly say that there is no other place quite like it. It’s become my home away from home.

But if you are moving here for the first time it can be daunting, so I’ve compiled a list of things about living in Edinburgh which might help. Some are things that I wish I’d known before I came here, while others are simply things that I love about the city.

The Weather

At the Botanic Gardens during their Christmas Lights show, wearing the cosy coat my family bought me!

As a naïve 18-year-old from South Wales, I was blissfully unaware of how cold Edinburgh (and Scotland more generally) gets in winter.  Little did I know that snow in February is par for the course and how much a bitingly cold wind can cut you to the bone! From November through to February of that first year, a scarf was permanently attached to me and I had a hot water bottle in bed every night, in a vain attempt to stay warm. Thankfully that Christmas, my family gave me a huge duvet-style coat that has kept me warm every winter since!

The Variety of Things to Do

The city is always full of things to do, so if you’re looking for something you can definitely find it! I love going to the theatre as a treat, and the wealth of performance spaces that Edinburgh has makes this really easy. It’s also quite straightforward to find tickets for a good price, as most places offer student rates or sell last-minute tickets at a discounted rate.

Green Spaces

The view of the city and Arthur’s Seat from Blackford Hill.

As a country girl, I really appreciate the amount of easily accessible green space there is in the city. First and foremost, there is Arthur’s Seat, the ex-volcano in Holyrood Park. However, there’s also the Royal Botanic Gardens, Blackford Hill and the Pentland Hills. Indeed, I’d argue that you get a better view of the city (especially at sunset) from Blackford Hill than Arthur’s Seat (controversial, I know). If I ever feel homesick, or just want to clear my head, I know I can go for a walk and be surrounded by nature within 30 minutes. This has definitely made city living much easier for me.

A Compact City

Despite there being so much to see and do, Edinburgh is actually a relatively compact city. You can get to most places in both Old and New Town on foot. Because of this, it didn’t take long for me to feel comfortable and familiar with the city. However, if you want to go further afield, say to Newhaven or Portobello, Lothian Buses are great.

Carys Flew

Student Ambassador Scarlett looks back at the things she wished she’d know before starting her studies.

With 2 years of university completed, I’ve had a bit of time to reflect on my experience so far. As a History and Politics student I’ve gained several writing, studying, and analytical skills, but there is so much more to coming to university then just lectures and learning.

Take advantage of the City you’re in

You’re at university to study, of course, but you just moved to a new city as well! Edinburgh as a city has so much to offer outside of George Square and the immediate Old Town that surrounds it. It’s so easy to get caught up travelling around the Nicolson Street area but you do not want to miss seeing the Castle, Holyrood Palace, Botanic Gardens and more. The rest of Scotland is easily accessible and it can be really helpful, some days, to travel out of the city and see the beautiful views available. You don’t want to go all four years not taking advantage of what an amazing city Edinburgh is.

Don’t beat yourself up if it’s not amazing all the time

University is some of the best times of your life! But don’t worry if it’s not like that all the time. It can be easy to feel lonely and hard to be away from your parents sometimes, it also can be really difficult to go from school into university. You’re making the transition from just focusing on your academic and personal life to having to constantly juggle academics, cooking, personal life, health, etc. all at once. It’s exciting in the beginning but as the term progresses and you get more of a workload it can be difficult to balance. It’s a big change so don’t worry if you find it difficult. Also, don’t worry if your friends you find in freshers’ week aren’t the same later on. Everyone is still trying to find their group of people and you won’t always end your year with the same people you started with. Take everything at your own pace!

Take care of your physical and mental health

Your health is super important so make sure that you take care of yourself! One of the hardest parts in the first year of university is adjusting to living by yourself. You don’t have someone there to remind you to eat properly or take a break. Try to keep on top of things and learn how to deal with stress and time management. In my first year I struggled to balance cooking, gym, classes, personal life, breaks, and seeing family. Now I’ve realised it helps me to make a list of goals at the beginning of each week and think on it. It’s helped me keep my balance and work ethic sustained! And if you need any help, it’s okay to ask for it.

It’s okay to have alone time

In my first year I felt like I always had to be around people and always had to have plans on the weekends. It is important to take a breather, though! There’s nothing wrong with having a night in to recharge. It’s okay to say no to going out sometimes and just spend time with yourself. You have four years here and those club nights, parties and plans aren’t going anywhere! Take everything one step at a time. Not everything needs to be done in the first semester of the first year.

First year does count

Yes, there is the safety net that first year technically does not count towards your degree, but because of this there are always some students who may not show up to every class. However, first year is incredibly important in giving you the tools you need to get you through second, third, and fourth year. Get into the habit of doing regular work, making relationships with your tutors and spending time studying. Just because it doesn’t count doesn’t mean it’s not important! Trust me on this one.

The library is your BFF

Going along with number 5, take first year seriously and learn how to utilise the library and use the time there wisely. Edinburgh has an amazing library with every single book on the reading list. Some classes even make use of the research collections on the 6^th floor. Learn how to use the systems and online journals and save yourself a lot of time. I promise this will come in handy! Nothing like a fourth-floor library session to crack out the final bits of your essay.

Join societies and make connections

You have nothing to lose, so join as many societies that interest you! This is the perfect time to try something new. On the activity side Edinburgh has cheer-leading, horse riding, and dancing as well as academic ones like Model UN, History Society, Classics Society and so many more. Edinburgh has an abundance of societies and you’re bound to find one you like! Even if you’re nervous and you’ve never done it before, I promise there are a thousand other new students in exactly the same position. Try new things and take some risks! I’ve met some of my closest friends through joining these societies and have just got back from a fun trip to Prague with the History Society. It’s a great way to get involved and create a community in your School and you never know what fun experiences you’ll get! Also, making sure to network and take advantage of the cool events the School and these societies offer. When opportunities come to meet professionals or graduate scheme recruiters, take advantage of them. You never know when it can come in handy!

You don’t have to do what everyone else is doing

Take everything at your own pace. Everyone learns differently, everyone has different preferences, etc. Don’t let the student stereotype of stress culture pressure you into acting a certain way.

Don’t over pack

Your room in your halls does not have the capacity for your entire wardrobe. You can leave a couple shoes or random bits and pieces behind.  The top you haven’t worn in 5 years can stay behind. Please learn from my mistake.

Enjoy every moment

Everyone is in the same boat, navigating this roller coaster of a time. There’s so many opportunities to take advantage of, new friends, and new experiences to enjoy! Just relax and don’t overthink things. You’ll be great.

Jack hard at work.

All work and no play? Student Ambassador Jack looks at working as a student

At times, it can be a tricky balancing act but I’ve benefited greatly from getting a glimpse into the world of work; from stepping into a completely different environment to University study, doing something I enjoy whilst gaining different skills from those I might develop at University.

I think I am in an incredibly fortunate position. I’m able to study full-time at a thriving, diverse university, with all the extracurricular and social opportunities that offers, but also work at one of Edinburgh’s busiest tourist attractions.

I work at the Royal Yacht Britannia as a Sales Assistant overseeing ticket sales and working in the gift shop. Every week during term I’m able to work just one day and then work practically full-time over summer, so from that point of view I’ve been very lucky to have a supportive and flexible employer who has been able to offer me this contract.

It’s fantastic to work with the public alongside a highly engaged customer service team, and it’s also widened my social group outwith University. I love representing my city – of which I am extraordinarily proud – by working in the tourist industry.

To any student who is thinking about what it is like working and studying, I would say it is certainly testing. There have been weeks when I have found it tough, juggling deadlines and shifts – University is hard enough and any job is a big commitment. But I think it’s challenged me to be more prepared and organised, not least when it comes to good time management – a vital skill in any workplace – and I’ve become a more rounded and experienced individual for it. I would very much encourage you to consider whether a wee job on the side could be beneficial to you – if nothing else, it’s some extra cash for us poor students!

We have some impressive neighbours, including the National Museum of Scotland. Student Ambassador Carlotta visits an exhibition there.

Last week I visited the Wildlife Photographer of the Year exhibition at the National Museum of Scotland. The exhibition shows the hundred finalists and two overall winners of the Wildlife Photographer of the Year awards, run by the Natural History Museum in London. The exhibited works have been chosen from among 48,000 entries, taken by photographers from 92 different counties. The exhibition’s location at the National Museum, a short 5-minute walk from the William Robertson Wing, made it a perfect study break, and the £6 student price made it even more appealing. The exhibition is presented in a darkened room, with the images illuminated, making their colours stand out, and the focus of the images even more striking for the observer. Alongside the photographs was a description of how they were captured, as well as information about the animals and environments portrayed. This gave the exhibition an important educational function, rather than just being visually impressive.

Many of the works also aimed to highlight conservation and environmental issues affecting the animals and environments they captured. This was particularly true of one of the overall winners, ‘Memorial to a Species’ by Brent Stirton. Taken as part of an undercover investigation into the illegal trade in rhino horn, the photo shows a black rhino bull who had recently been shot and its horn cut off. The image was part of Brett’s documentary series, several more photos from which were also shown at the exhibition, entitled ‘Rhino Horn: The Ongoing Atrocity’. The series shows people on all sides of the story, from those involved in conservation efforts and taking care of injured rhino, to those fighting to overturn bans on rhino hunting, and those who use the rhino horn for medicinal purposes. The most striking image of this series was that of the world’s last male northern white rhino and his armed guard, who keeps a 24-hour watch over the male rhino and his female companions. This sanctuary has recently featured in the news, following the tragic death of the last male, and thus the certain extinction of the species. The other winning image, ‘The Good Life’ by Daniël Nelson, depicting Caco, a 9-year-old gorilla in the Odzala- Kokoua National Park in the Republic of Congo, also had a conservation message. In the image description, the photographer said that he wished to raise awareness through the image of the endangered nature of such gorillas.

My favourite photographs as I walked through the exhibition were those which depicted interactions between animals, particularly parents and their offspring. I found that oftentimes these interactions revealed the similarities in facial expressions and body language between animals and humans. One of these was ‘Bear Hug’, by Ashleigh Scully, depicting a mother brown bear and her cub. In the image description was a comment from Scully herself, about how from her time observing these bears in the Yosemite national park she was struck by how much their actions mirrored those of humans.

One area of the exhibition that I was particularly impressed by was the Young Photographers section, exhibiting entries by photographers of 17 years old and under. This included works by photographers as young as 5. One of the winners, Daniël Nelson, was in fact only 16 when he took his winning image. While the adult photographers tended to have travelled for their shots, and known what they were looking for, the young photographers demonstrated a natural connection to their subject matter. Many of the young photographers’ photos were of the nature that surrounded where they lived, and most of them had captured their photos on a whim.

The Wildlife Photographer of the Year exhibition is on at the National Museum of Scotland until the 29th April 2018, and I would heavily recommend it to anyone who is interested in animals and conservation, but also anyone who has an afternoon to spare.  See some of the photos and find out more about the exhibition at the Wildlife Photographer of the Year website on the National Museums Scotland website.

As one of the Trip Officers for the Edinburgh University History Society, Student Ambassador Carmen was responsible for organising a trip to Budapest and Vienna for 40 society members during Innovative Learning Week.

While we were only away for 5 days, it felt like ages because we did so much in both cities! – Carmen

Day 1: Monday, 19^th of February

Our flight to Budapest was extremely early – but this meant we got there really early too, giving us plenty of time to get our bearings! While the sky was blue, it was freezing cold as we walked around streets on the Pest side of the city, taking in the amazing views of Liberty Square & Parliament Square.

After giving everyone a few hours to have dinner (and a nap after a long day of travelling!), we met up again to see the iconic Hungarian Parliament building light up at night. Here, we were able to get a big group photo, before running off to take some night shots of the stunning view over the River Danube!

Day 2: Tuesday, 20^th of February

On our second day, we walked along the Széchenyi Chain Bridge (covered in snow!) to go across the Danube to Buda Castle. Using our trusty Budapest Cards, we were able to get a free Castle bus that took us outside the building – a lifesaver considering it was a very uphill walk!

Some of our group were lucky enough to see the changing of the guard at the Sándor Palace, the residence of the Hungarian President. Others visited The Budapest History Museum and The Hungarian National Gallery. I particularly enjoyed the third and final floor of the Hungarian National Gallery, as it had some really interesting Hungarian modern art.

Later that afternoon, we had a private tour of Hospital in the Rock. This is a museum located in an underground cave system near Buda Castle, which was previously used as a hospital during World War II and The Hungarian Revolution of 1956. During the Cold War, it was also used as a nuclear shelter and remained a top-secret operation until 2002. We were not permitted to take any photos during this museum tour, but everyone loved the tour. During our visit, there were items on loan from museums in Hiroshima and Nagasaki, giving us the chance to see objects that were destroyed during the blast in 1945.

Afterwards, some members of the History Society committee and myself (with a giftshop bag from Hospital in the Rock in hand) went to visit Fisherman’s Bastion, a beautiful terrace giving us some panoramic views of the city.

Day 3: Wednesday, 21^st of February

Early on Wednesday morning, I took a large group of people on the trip to Memento Park (also known as Memorial Park). Located on the outskirts of Budapest, this open-air museum houses over 40 statues that would been placed throughout towns and cities in Hungary during the Communist era.

Later that afternoon, we went to House of Terror, a museum dedicated to the fascist and communist regimes in Hungary during the 20th century. We were also not allowed to take photographs in this museum, but it was fascinating being able to see how Hungary exhibits its horrific past. Afterwards we went to Lukacs Thermal Baths. This is one fo the local baths in the city and allowed us to relax before getting ready to pack our things and leave for Vienna the next day.

Day 4: Thursday, 22^nd of February

Early in the afternoon, we set out from Budapest via private coach and made our way to Vienna! Here, we checked into our hostel and had a wander around the city before eating at the Naschmarkt, home to many fantastic restaurants. That night, I was so tired after a long day of travelling and sightseeing I went straight to bed! However, some very dedicated tourists in our group went to the prestigious Vienna State Opera.

Day 5: Friday, the 23^rd of February

On our last full day of our trip, we got up early to go and visit the Hofburg Palace. This was the former imperial palace and winter residence of the Habsburg Dynasty, who previously ruled the Holy Roman Empire. The building was built in the 13^th century and today serves as the residence and the workplace for the President of Austria.

The Palace has many interesting exhibitions. We got to see The Imperial Silver Collection, which was fascinating because it showed how complex and ornate having dinner was for the Habsburg family; we got to find out about the life of Empress Elisabeth of Austria, commonly known as Sisi, who had struggled with the fame and social expectations of royalty before being assassinated; and we got to see The Imperial Apartments, which gave us a glimpse of how the Austrian royal family really lived. We were not allowed to take photos in most of these exhibitions, but I definitely took a lot from this visit and learned so much about Austrian history that I did not know about before!

Afterwards, we all went to lunch and then reconvened later in the afternoon to go to the Imperial Crypts. This is the burial vault of the Habsburg Dynasty, where the bones of 145 royals are kept, and it is astonishing to see how extravagant their coffins are! Here, we also saw Sisi’s coffin, as well as that of her husband, Franz Joseph.

For the rest of the day, everyone had free time to get as much sightseeing as possible of Vienna! I went to Mumok, a world-renowned modern art museum located in the famous MuseumsQuartier. It was really great fun, especially the interactive exhibition when we were allowed to wear aluminium foil jackets!

Later that evening, we had our final dinner of the trip as one big group in an authentic Austrian tavern. This gave us time to reflect on our busy and fun-filled week that we’d had, as well as the opportunity to eat some pork schnitzel and kaiserschmarrn, a fluffy shredded pancake traditionally served with plum jam.

Day 6: Saturday, 24^th of February

Home time!

I thoroughly enjoyed being responsible for organising an international trip with the Edinburgh University History Society. While certainly stressful at times, I learned a lot about myself and played a key role as part of a team; developed so many new skills that I would not have been able to otherwise; and made long lasting friendships along the way. I believe that societies truly enhance student life here at Edinburgh, and I am so glad that I made the decision to become involved in the student community in this way. Hopefully I’ll get a place on the very popular History Society trip next year, as they are such a fantastic way to go abroad with new people at an affordable price!

Student Ambassador Ruby reports on a busy February for the School’s Societies.

February has been a busy month here at the University – particularly for History, Classics and Archaeology students! Not only have we had the Staff-Student Pub Quiz and the History and Classics Society trips, but it’s also been LGBT+ History Month and RAG (“Raising And Giving”) Week!

A lot has been going on across campus this LGBT+ History Month; our student’s association has been running everything from film screenings, to LGBT+ self-defence classes. The History Society has also managed to get involved and organise some events of our own. We collaborated with PrideSoc (the University’s LGBT+ society) to write a pub quiz, we designed historical Valentine’s cards, and we led a walking tour of Edinburgh’s LGBT+ history. Did you know that the 1974 International Congress on Homosexual Rights took place on our campus?

Our Valentine Cards.

RAG Week takes place in the last week of February and is an opportunity for societies to host fundraising events for worthwhile causes. This year, History, Classics, Archaeology, and Retrospect (our School’s student journal) decided to combine RAG week with LGBT+ History Month and host the event Time Warp. Time Warp was billed as a “party for people of all sexualities, genders and degrees”, and all profits went to the Scottish charity LGBT+ Health and Wellbeing

Time Warp was held in Teviot Underground – one of the many bars and live music venues on campus – and was DJ-ed by volunteers from FreshAir, Edinburgh’s student radio station. There were glowsticks, glitter aplenty and a slideshow of historic LGBT+ photos (because who said parties can’t also be educational?!)

The Time Warp raised over £100 for charity and we had a blast!

Lecture by Dr Krishna Menon

The University and School offer a fantastic range of seminars throughout the year. Student Ambassador Frances attends one in our sister School, Social and Political Science.

I recently attended a lecture by gender studies expert Dr Krishna Menon. The lecture, titled ‘Feminist Explorations of Contemporary South Asia: Possibilities and Challenges,’ was part of the Chrystal Macmillan Seminar Series (named after the first female graduate of Edinburgh University, who later became a famous suffragist and politician). The lecture was part of a project which aims to increase connections between British and Indian universities. Menon’s lecture was a 45-minute magisterial tour of the history and politics of feminism within South Asia from the early twentieth-century.

As a final-year History & Politics student, I was thrilled by the opportunity to hear such a renowned speaker discuss issues resonating with my dissertation, which I am currently working on. The lecture did not disappoint. Menon touched on multiple themes within contemporary South Asian political thought using a feminist lens. She demonstrated how the increasing militarisation of South Asia was gendered in so far as it disproportionately affects women who lose more freedoms than men. The ‘war on terror’ is used as a justification for this. Menon then shed light on the ‘abducted women’ of Partition (1947) whose families had to conceive of ways to restore ‘honour’ to their homes given India’s cultural code. Menon also drew attention to the uneasy positioning of feminism within the modern conception of the nation-state. The nation-state not only defines borders along, often, arbitrary lines but also draws borders between otherwise naturally aligned women’s movements. Menon also discussed the development of what are termed ‘femocracies,’ in which gender experts are included within governments in South Asia to try to implement emancipatory measures. These ‘measures’ do not, however, always address the structural causes which inhibit women’s development.

The picture, however, is not all bleak. Menon’s concluding remarks were a positive round-off to a fascinating lecture. Despite continued difficulties facing women in South Asia, transnational feminism, both as a feminist paradigm and activist movement, is on the rise. This form of feminism employs modern technologies to create new ways of cross-national collaboration which benefit all of society. The lecture was itself an example of this.

Menon’s lecture was one of a series of lectures by the Centre for South Asian Studies which was founded at The University of Edinburgh in 1998. This interdisciplinary academic unit offers new perspectives which continuously inspire people from within the University body, namely students, and from outside, namely politicians. I myself was inspired by this event, which is an example of how the many extra-curricular experiences on offer at Edinburgh have supplemented and diversified my degree.