Editor for Groundings Ancients - Volume 1 (April 2013)

2010

Educational provision in Scotland was revolutionised in the fifteenth century through the foundation of three universities, or studia generale, at St Andrews, Glasgow and Aberdeen. These institutions can be viewed as part of the general expansion in higher education across Europe from the late-fourteenth century, which saw the establishment of many new centres of learning, often intended to serve local needs. Their impact on Scotland ought to have been profound; in theory, they removed the need for its scholars to continue to seek higher education at the universities of England or the continent. Scotland's fifteenth-century universities were essentially episcopal foundations, formally instituted by bishops within the cathedral cities of their dioceses, designed to meet the educational needs and career aspirations of the clergy. They are not entirely neglected subjects; the previous generation of university historians-including A. Dunlop, J. Durkan and L. J. Macfarlane-did much to recover the institutional, organisational and curricular developments that shaped their character. Less well It is a pleasure to acknowledge, and express my sincere gratitude to the foundations and many people who have supported me throughout this challenging but deeply rewarding process. First, I must thank the American Alumni Association for providing me with initial funding in the form of a US Foundation Scholarship. I must also acknowledge much-welcomed supplementary funding received from the Burnwynd trustees of the St Andrews Local History Foundation. Drs Barbara Crawford and Robert Smart, as well as the Strathmartine Institute trustees, have been most generous in allowing me access to Strathmartine's library and work space. My appreciation is also due to Dr Crawford for her advice on Orkney bishops. I am indebted to the late J. J. Robertson for allowing me to consult his formidable collection of facsimiles and transcriptions of Scottish appeals to the Sacred Rota, Rome, as well as his interest in my work. Similarly, I am grateful to Dr Norman Macdougall for lending me his copies of transcriptions of Laing Charters, iii, 322. I have benefited from the assistance of librarians and archivists at Aberdeen, Glasgow, and St Andrews particularly; and wish to extend a most heartfelt thank you to the Special Collections Department of the University of St Andrews for their generosity in time, help, support and good humour. The thesis also draws on

Archaeology International, 2012

There is no such thing as an academic discipline that represents a stable field of knowledge -on the contrary, academic disciplines always are, and arguably have to be, contested domains. To argue on similar lines, there is no such thing as an academic discipline (or indeed, an epistemological practice) that can exist in even relative isolation from the global horizon of cultural production and knowledge formation. Scottish Studies, a relatively young discipline, whose field directly intersects and partly overlaps, among others, with English, Celtic and Nordic Studies (and, through its involvement in the British Empire, with postcolonial scholarship) is no exception. And yet, it is important to acknowledge here, at the very beginning of this special issue, the specific history of this discipline, both as a contested territory, and in its changing relationship with other established or emergent disciplines -it is in fact only through an awareness of its shifting borders, and of its many fissures and tensions, and also with a memory of its past that we can gauge our present concerns and look forward. It is indeed this double intent -to engage with a critical analysis of the discipline's history and to evaluate new paths and approaches -that underlies the present collection of articles.

Journal of Classics Teaching, 2019

In late 2017, the Classical Association of Scotland, in association with Classics for All, hired a co-ordinator to commence a programme of outreach and public engagement activities across the country. In this article, the national outreach co-ordinator reflects on the progress made to date, the difficulties faced, and hopes and plans for the future.

2005

Archaeology International, 2016

This brief update introduces the framework of a newly funded research project entitled 'Iron Age and Roman Heritages: Exploring ancient identities in modern Britain' to be undertaken collaboratively by Durham University and the UCL Institute of Archaeology, and supported by the UK Arts and Humanities Research Council (2016-2019). 1 The project assesses how the Iron Age, Roman and, via smaller pilot studies, the early Medieval pasts of England, Scotland and Wales are drawn upon today, situating this understanding in an international context (Fig. 1). Through this case study, the project team are also documenting the wider values of interacting with the past for different individuals and groups, and framing a debate that looks for ways to connect up the interests of stakeholders, as well as outlining directions for further coordinated research. To study the use (and, indeed, the neglect) of materials, practices and ideas from the past in contemporary times, we are using a combined approach developed through previous research conducted individually by each of the team members. This approach

Paedagogica Historica, 2016

Albion, 1999

D. Stevenson, for their invaluable assistance and encouragement throughout the last six years. Their guidance, bibliographical advice, examination of work done and useful suggestions, were of immense help. I would also like to thank Professor Smout for passing on his discovery of a reference to the Scots College Paris in the correspondence of the first John Clerk of Penicuik, and Sir John Clerk of Penicuik for his kind permission to refer to the letters in this thesis and in an article in the Innes Review, My thanks must also be expressed to the Rt Rev G. Mark Dilworth for suggesting the topic of this thesis and his inestimable archival assistance while he was Keeper of Columba House, Edinburgh. Dr Christine Johnson, the present Keeper, has given me untiring assistance for six years, and to her also I am deeply indebted. Many other archivists have been generous with their time and advice, and in particular Monsignor Charles V. Burns who introduced me to the Vatican Library, Madame Artier in the Sorbonne, Paris, Stephanie Bourke who allowed me to copy the library catalogue of the Collège des Irlandais, Paris, and to read the manuscript of Gilbert Brown, and M. Didier Framery who showed me Registers at the Mairie in Bourguinons. I am also grateful to Mr Peter Woodward and to Mr Gordon Beamish for translations of Latin and Italian documents, to Mrs Marion Baillie for help with typing, to Mr Andrew Wedderburn and Sir Alexander Sharp Bethune for information on the history of the Bethune family, and to Mother Patrice who showed me the chapel and environs of the Scots College Paris. Without the help and encouragement of all these people, and many others, both within and without the University of St Andrews, this thesis could not have been undertaken, and I am very grateful to all of them.

2007