In the first half of 2015, I worked as a research associate on the AHRC and ESRC-funded project Intoxicants and Early Modernity. My work coincided with the transcription and modelling of intoxicant-linked events from consistory (church) court records.
Archived documents from the seventeenth and early eighteenth centuries included repeated accusations of illicit brewing, alcohol-fuelled adultery, and other extra-marital deviance (including some unpleasant tales of sexual assault). Continue reading “Drunkenness and naughty vicars”
ABSTRACT A companion piece to the 2011 Postscripts article, this invited chapter contextualises recent discourse about biblical literacy, its decline and its desirability, by examining past statements about and measures of biblical literacy and looking at who the stakeholders are. One can usefully distinguish between those advocating knowledge of the Bible for religious purposes (the pursuit of “scriptural literacy”) and those who present it as culturally important, in terms of heritage or the ability to make Continue reading “The Quest for Biblical Literacy”
The early days of my doctoral research were quickly disrupted: I arrived in the Department of Biblical Studies just as the University announced its intent to close it. That step was forestalled, and I had a small role in shaping what became the new Sheffield Institute for Interdisciplinary Biblical Studies (SIIBS).Continue reading “Towards a doctorate”
With Nicky Hallett (University of Sheffield, UK), Carl Tighe (Derby University, UK), and José Luis Lopez Calle (Universidad Valladolid / Carlos III University, Madrid, Spain).
ABSTRACT: When and how does the Bible enter the classroom? In May 2011, the department of Biblical Studies at the University of Sheffield hosted a conference on the role of the Bible in secondary and higher education. This paper addresses the notion of biblical literacy, providing an account of the emergent practices discussed, with in-depth treatment of three case studies. The examples are drawn from the fields of English Literature, Economics, and Creative Writing. The different role of the Bible in education in North American and British contexts is also considered, and the article concludes with considerations for future collaboration.
Keywords: Biblical Literacy; Creative Writing; Economics; English Literature; Higher Education; King James Version; Religious Education; Secondary Education; Curriculum.
Published in: Postscripts: The Journal of Sacred Texts and Contemporary Worlds, 7.2 (2011) pp. 173-196. DOI: 10.1558/post.v7i2.173
In the run up to the 400th anniversary of the King James Bible translation, I facilitated a conference at the University of Sheffield exploring how shifts in biblical literacy affect teaching in a range of academic subjects. The three-day conference brought together professional educationalists from school and university contexts, to improve our understanding of issues posed by biblical illiteracy and share different ways in which the Bible could be encountered productively in the classroom.
In 2007, I gained a Postgraduate Certificate in Education (PGCE) from Roehampton University, qualifying as a Religious Education specialist and subsequently working as a secondary school teacher in Sheffield.
My “first proper job”, i.e. the full-time salaried work I pursued after graduation, was as Mail Order and Web Manager for what was then the Church of England’s official bookshop.1Continue reading “CHBookshop.co.uk”
To my undergraduate peers, I was a “Theologian”. This (and I guess still is) was the standard shorthand for those pursuing a degree in Theology and Religious Studies at the University of Cambridge. It felt like an odd label, and only two of my fifteen module choices contained “Theology” in the title.Continue reading “Theologian”