GENDER.ED Directory
Welcome to the GENDER.ED Directory. It brings together gender and sexualities studies researchers from across the University of Edinburgh, and gender and sexualities studies-related courses at undergraduate ordinary, honours, and postgraduate levels. With over 330 entries, the GENDER.ED Directory provides a comprehensive overview of the research and teaching being conducted at the University of Edinburgh. The Directory is designed to be used by prospective and current students and researchers, potential collaborators, and the wider community interested in gender and sexualities studies.
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Researchers found in the Directory range from our PhD and early career researchers to Professors. Within these profiles, you will find details of research interests, ongoing research projects, noteworthy gender and sexualities-related publications, and teaching activity. We hope these entries will enable researchers to connect with one another (across and beyond the institution), encouraging multidisciplinary collaboration.
Course entries on the Directory provide insight into the content taught in each course, the course’s credit level, and the year taken. Course entries provide a valuable resource to students at both undergraduate and postgraduate levels, assisting in navigating gender and sexualities studies pathways through their University programmes.
If you would like to be added to the Directory, please contact us at gender.ed@ed.ac.uk.
Directory entry type content
| Name | Details |
|---|---|
Sue Widdicombe |
My research has dealt with the topics of self and identities. Identity is recognised as important throughout the human sciences, and there are many different perspectives on the nature of identity. What characterises my approach is a concern to study how individuals ‘do’ identity, that is, how they construct and mobilise particular identities in interaction with others and with what effects (interpersonal, social, ideological). Related to this is an interest in interaction, discursive psychology and conversation analysis. |
Suzanne Trill |
Suzanne’s early research focused on Tudor and Jacobean English women’s devotional poetry, specifically Mary Sidney, Countess of Pembroke and Aemilia Lanyer. After finding a manuscript by Anna Walker in the British Library which was presented to Anna of Denmark (in a form which follows the generic conventions of a sermon), she was inspired to apply for a Leverhulme research fellowship in order to establish a preliminary checklist of manuscripts by women (c. |
Thalia Thereza Assan |
Thalia Thereza Assan (she/her) is a Sociology PhD Candidate at the School of Social and Political Science. Her PhD project examines the significance of friendship in the political lives of Black girls and girls of colour in Scotland. It is based on a multi-method approach that consisted of participant observations, creative methods (such as mapping, photovoice and writing) and in-depth semi-structured interviews. |
The Anthropology of Education and Learning |
The course forms part of the MSc Education (Comparative Education and International Development) pathway and provides an in-depth exploration of issues of comparative education, using the insights gained from social anthropology, to complement the broader approaches to international comparison. This course explores how the insights and concepts gained through the discipline of social anthropology, including the ethnographic methodology that underlies it, can add to our understandings of educational theory and practice. |
The Canterbury Tales |
The Canterbury Tales is both one of the most accessible and also one of the most challenging works of medieval literature. It offers a rich and varied story collection, within the framework of a social and spiritual pilgrimage. The individual stories spread across a wide spectrum of tone, and of genre, woven by parallel and contrast, theme and narration, into an intricate and complex whole. The aim of the course is to explore a range of different individual tales, within the context of the work as a whole. |
The Future of Work |
The primary aim of this course is to elucidate the colonial logic that underlies our imaginings of the future of work. Most often, the invocation of the ‘future of work’ refers to the contemporary practices and discourses that manifest and speculate upon how technology will impact the arrangement, distribution and function of work in the future. Taken as such, the future of work is most often analysed and imagined as either utopia or dystopia. |
The Nature of Geographical Knowledge |
The course examines the history and contested nature of what counts as knowledge in geography. It deals with how geographers have investigated and understood the world in the past, and how they do so now, and considers the implications of those histories and practices. The course asks questions about the construction of geographical knowledge in terms of trust and epistemology and of the bases to truth claims in, for example, geographical fieldwork. |
The Novel in the Romantic Period: Gender, Gothic, and the Nation (PG) |
This course surveys the novel in Britain at a crucial stage in its development, namely the decades after the French Revolution in 1789. In this period the novel’s formal resources were developed in innovative ways in response to the intense ideological struggle prompted by this event, raising radical questions about women’s role in society, the future of slavery, repression and political violence; new conceptions of national history and culture underpinned reaction against this revolutionary spirit. |
The Novel in the Romantic Period: Gender, Gothic, and the Nation (UG) |
This course surveys the novel in Britain at a crucial stage in its development, namely the decades after the French Revolution in 1789. In this period the novel’s formal resources were developed in innovative ways in response to the intense ideological struggle prompted by this event, raising radical questions about women’s role in society, the future of slavery, repression and political violence; new conceptions of national history and culture underpinned reaction against this revolutionary spirit. |
The Performative Turn: Performance and Live Art since 1945 |
This course provides a detailed examination of performance theory and practice from 1945 to the present day. The course is structured as a series of two-hour seminars, one of which will take the form of a practical workshop led by a professional performer. The seminars will focus each week on different themes, including gender and sexuality, critical race theory, class identity, disability, and the posthuman. This course provides a detailed examination of performance theory and practice from 1945 to the present day. |