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Global Perspectives of War
Many accounts of war take (an understandably) Western view of military campaigns. Our staff are interested in the ‘other’ side of the conflict and have researched the insurgents’ views of war. In one project exploring the South Vietnamese, our staff undertook an examination of thousands of interviews with Viet Cong soldiers and their South Vietnamese supporters. These reveal less than whole-hearted support for the insurgency and a willingness to back whichever side in the war could offer safety and security. Gregory, D. (2019). Vernacular memorialisation in the military: Personal acts of remembrance at RAF Thorpe Abbotts, England, Journal of Conflict Archaeology, 14(2-3), pp. 83-98. https://doi.org/10.1080/15740773.2020.1726124 Gregory, D. & Wayne, C. (2020). “I do feel good because my stomach is full of good hotcakes”: Comfort food, home, and the USAAF in East Anglia during the Second World War, History, 105(368), pp. 806-824. https://doi.org/10.1111/1468-229X.13081 Gregory, D. (2022) The Global Infrastructure of the Special Operations Executive. Routledge. Gregory, D. (2023). A box in the desert: Using open access satellite imagery to map the 151st Infantry Brigade’s field defences on the Gazala Line, 1942, International Journal of Historical Archaeology, https://doi.org/10.1007/s10761-023-00712-8 Poole, D. (2022) Hunting the Viet Cong - Volume I: The Counterinsurgency Campaign in South Vietnam 1961-1963. Helion & Company. Poole, D. (2023) Hunting the Viet Cong - Volume II: The Fall of Diem and the Collapse of the Strategic Hamlets, 1961-1964. Helion & Company. -
Wartime Captivity
Prisoner-taking has been a phenomenon of war since antiquity. It was, however, the First World War that witnessed the advent of mass captivity. The fate of civilian internees and prisoners of war is no longer a marginal topic within the history of war and warfare. The experiences of POWs and civilian internees is central to understanding the era of total war. Our staff are interested in examining the treatment and experiences of civilian and military captives in wartime. This includes the development of international law, diplomatic relations, and captor policy. They are also interested in exploring how wartime captivity led to fraternisation and cross-cultural encounters. Our staff have researched Axis POWs in Britain and the internment of enemy aliens in British India during and after the Second World War. Malpass, A. (2019). ‘Disastrous’ and ‘Detrimental’: The National Union of Agricultural Workers’ Complaints against the Employment of Axis Prisoners of War, 1939-1948. History, 104(363), 890–910. https://doi.org/10.1111/1468-229X.12919 Malpass, A. (2020). British character and the treatment of German prisoners of war, 1939-48. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-48915-1 Malpass, A. (2023). Civilian internment in the Raj: Central and family internment camps c.1939-43. In Carr, G. & Pistol R. (eds.) British Internment and the Internment of Britons: Second World War Camps, History and Heritage (pp. 221-238). Bloomsbury. https://doi.org/10.5040/9781350266285.ch-013 Cover Image: LIBERATION OF EUROPE: CAPTURED IN FRANCE. 18 JUNE 1944, PLYMOUTH. GERMAN PRISONERS OF WAR TAKEN IN THE BEACHHEAD ARRIVE AT A BRITISH PORT EN ROUTE FOR PRISONER OF WAR CAMPS. © IWM (A 24214) -
2024 Honorary Award recipients announced
Each year, Bishop Grosseteste University (BGU) has the opportunity to award Honorary Doctorates and Honorary Fellowships at its graduation ceremonies. Current BGU staff, students and University Council members were invited to nominate candidates for honorary awards. Honorary Fellowship is awarded in recognition of outstanding contributions to the University; whilst Honorary Doctorate is awarded to those who have made outstanding contributions to academic achievement, social, economic or cultural life. We're pleased to announce this year's award recipients, who will be honoured at graduation celebrations in July 2024. Bishop Grosseteste University Vice-Chancellor Professor Karen Stanton said: "As we approach this year's graduation ceremonies, I am delighted to announce the recipients of this year's Honorary Doctorates and Honorary Fellowships. We recognise these individuals for their enrichment of academic, social, economic, or cultural spheres, embodying the spirit of our institution. “Their contributions inspire us and serve as beacons of achievement for our entire community, and we look forward to celebrating their accomplishments and welcoming them into the esteemed ranks of our honorary awardees." -
BGU’s 2024 Honorary Awardees Announced
A BBC television presenter, a children’s book author, and an Armed Forces Champion are among those set to receive honorary awards at Lincoln Cathedral this summer. Bishop Grosseteste University (BGU) has announced the recipients of its Honorary Awards, which will be presented at upcoming graduation ceremonies in late July 2024. Two awardees are set to receive Honorary Doctorates for their outstanding contributions to academic achievement, social, economic, or cultural life. Three Distinguished Honorary Fellowships and one Honorary Fellowship will be awarded at the ceremonies. Distinguished Honorary Fellowship is awarded in recognition of outstanding contributions to the University and public life, while Honorary Fellowship is awarded in recognition of an outstanding contribution to the University extending beyond normal responsibilities. Among the Honorary Doctorate awardees is BBC presenter Peter Levy, whose career in broadcasting spans 49 years. He has presented BBC Look North for Lincolnshire and East Yorkshire since 2002 and received the Lord Mayor of Hull’s Civic Crown Award for his charity work. Hannah Gold, another recipient of an Honorary Doctorate, is celebrated for her contributions to children’s literature. The award-winning author is known for her Sunday Time’s best-seller The Last Bear, as well as The Lost Whale, Finding Bear, and her new book, Turtle Moon. Hannah's books have sold over 230,000 copies in the UK alone and have been translated into 27 languages. Receiving a Distinguished Honorary Fellowship is Alex Baxter, whose service in the Royal Navy inspired his current roles as Chairman for the Veterans Advisory & Pensions Committee for Yorkshire and the Humber, and Armed Forces Champion for North East Lincolnshire Council among others. He is Managing Director of Joint Services Major Events Team delivering all aspects of civil/military engagement and the Armed Forces Community Covenant on behalf of North East Lincolnshire Council. As Chair of Franklin Sixth Form College, he volunteers much of his time to the post-16 education sector and to raising the aspirations of students and their onward progression at universities including BGU. Educationalist, historian, and academic Judith Jones will also receive a Distinguished Honorary Fellowship in recognition of her exceptional contributions to the University and public life. With a passionate interest in the history of Lincolnshire, the city of Lincoln, and its Cathedral; Judith has inspired students as a history teacher at various schools in Lincolnshire. Judith’s previous student - historian and BGU Chancellor Tracy Borman said: “It is no exaggeration to say that I owe my career to her. She brought history to life in a way that I have never experienced before or since.” For over ten years Judith acted as a voluntary judge for the Sandford Award, which is administered jointly by Bishop Grosseteste University and the Heritage Education Trust. Also receiving a Distinguished Honorary Fellowship is Paul Deane, Principal and Chief Executive of Grantham College, and a founding director of the Lincolnshire Institute of Technology. The Lincolnshire Institute of Technology is an example of successful collaboration between the FE and HE sectors, and Paul’s work has fostered excellent collaborations with both Bishop Grosseteste University and the University of Lincoln as well as other Further Education providers in supporting the needs of people and the economy in the region. Richard Hallsworth is set to receive an Honorary Fellowship in recognition of his dedicated service to the University, as a trustee and member of Council for BGU over eight years. Now the Managing Partner of Lincoln based accountants Nicholsons, he previously worked as part of the Business Improvement Group in Market Rasen to deliver high street regeneration through the government backed Portas Pilot Scheme. Bishop Grosseteste University Vice-Chancellor Professor Karen Stanton said: "As we approach this year's graduation ceremonies, I am delighted to announce the recipients of this year's Honorary Doctorates and Honorary Fellowships. We recognise these individuals for their enrichment of academic, social, economic, or cultural spheres, embodying the spirit of our institution. “Their contributions inspire us and serve as beacons of achievement for our entire community, and we look forward to celebrating their accomplishments and welcoming them into the esteemed ranks of our honorary awardees." The awards will be presented during graduation celebrations on Wednesday 24th and Thursday 25th July at Lincoln’s Cathedral. Awardees were nominated by current BGU students, staff, and University Council members. More information about each recipient can be found here. -
Diverse Academies Trust - BGU partnership
The Diverse Association for Professional Learning is part of Diverse Academies Trust and is working in partnership with Bishop Grosseteste University (BGU) to deliver their ITE programme. They offer places for Primary, Secondary and special education in Nottinghamshire and Lincolnshire, and their well-established programme of Initial Teacher Education (ITE) provides trainees the opportunity to gain a PGCE with Qualified Teacher Status - as well as masters credits in Primary, Secondary and special teaching. The Diverse Association for Professional Learning provide a comprehensive support and guidance package along with tailored training to prepare individuals for their career. They have the flexibility to choose the school where they train and opportunity to select the school where they undergo their training, which is a unique feature of the programme. -
BGU selected to take part in REF 2029 exercise
BGU is delighted to join one of the 40 institutions selected to contribute to the forthcoming People, Culture and Environment (PCE) pilot exercise for REF 2029. The new PCE dimension will be an important opportunity for universities to showcase the extent of their commitment to research and the breadth of their engagement. BGU’s research is well-established in staff scholarship, external engagement, as well as in the specialist and applied project work of its students. BGU’s strong History team has been chosen by UKRI’s REF team to represent the University’s research community in the pilot. The work of history colleagues is broad ranging, with specialisms that include Military History, Local and Regional History, and Landscape History. History at BGU also supports a long-standing and valued place for the discipline of Archaeology, and also active engagement with the regional heritage sector and learned-society and amenity-group partners. Interim Vice-Chancellor Professor Karen Stanton said: "We are honoured to take part in the People, Culture and Environment pilot for REF 2029. This pilot underscores our commitment to academic excellence and societal impact, and serves as a testament to the hard work and dedication of our staff, the strength and breadth of our research, and our engagement with the community. “We are proud of our History team and their role in this initiative, and we look forward to demonstrating the value of our research." -
An interview with Ann Osbourne
Me at home, in a relaxed environment in a state of contentment and gratitude. SP: Thank you for making the time to talk to me this afternoon. It would be great if you could tell us a bit more about your background in equality work. AO: I got involved with equality work through my last Chambers (the offices where barristers work). We worked on opening access to the Bar through mentoring, young people probably from around 15 or 16 years old to encourage them to start thinking about careers at the Bar (i.e. becoming a Barrister) and wider careers in law with the idea that we would mentor them through A levels and university - a commitment of five years. I thought that the scheme would be an important thing to do because of my own experiences at that age group of being told what you can and can't do. I wanted to circumvent that message and say you can choose not to accept that. All the students came from inner city schools in the most deprived areas of London, were on free school meals and they would be the first in their family to go to university. I ended up mentoring a very bright young woman, who was 15 years old when I first met her. It was a pleasure seeing her development from that 15-year-old through to the confident accomplished young woman she became at 23 years old starting her first graduate job. This was a young person who had not thought of going to university until she was accepted into the scheme, let alone thinking of Oxbridge. She ended up going to Cambridge. That was a world away from anything she'd even considered. SP: Reflecting on your own experience, did you have an easy access through education? AO: My early education was without difficulty but when I was in high school, I remember being told that I was overly ambitious. It was the first time that I had odd experience in education. I thought, overly ambitious - isn't that what a 13- or 14-year-old should be? SP: What was it you wanted to do that that made them say that? AO: I said I wanted to be a Barrister. I knew that I wanted to be a barrister at age 7. When I said that I wanted to be a barrister, I suppose that that teacher said ‘you're overly ambitious’ because in her mind, I didn't seem to set the world alight. She had their own narrative about my intellect and where I should be, and in that narrative, it wasn't here. I told my parents and they said, you ‘don't let other people tell you what you can and can't do - you define yourself.’ My second and perhaps most difficult experience arose at the end of my second year of my A levels, when the head of 6th called me into her office and she said, ‘People like you don't go to University of London Colleges- how dare the likes of you apply’. She wanted me to write a withdrawal letter to UCAS, I refused. She then said ‘Well, it doesn't matter if you don't withdraw it, because with the recommended grades I've put down for you, you will never get in.’ She opened her desk drawer, pulled out a piece of paper and slung it across the desk at me and where I had been predicted a grade B, she had written D. I walked away from that in tears, and I thought ‘Well that's her opinion. I'm going to keep pressing on’. I remember her saying ‘You can't do it. People like you don't become Barristers, and even if you manage to get through, it will take you years.’ I replied, ‘People like me do become Barristers, because my father is one and he also happens to have the same skin colour that I do, so I know that people like me do make it.’ I knew that both he and his friends were examples of people like me doing it. That experience left me with a sense that if my parents hadn't told me I could make it, and if I didn't keep hearing that message at home, I would have stopped it in my tracks. How many other young people are told ‘no’ at school? ‘no’ at home and ‘no’ when they step out into the wider world? I had to develop this blind, almost crazy self-belief of I'll get there, it doesn't matter what you say, I'll get there. So that is the reason for my commitment to mentoring these young people. If you can't see it, how do you do it? Seeing someone like me walking into that school and saying ‘Well, here I am’ it helps to challenge those assumptions. Some minority children, who they may not immediately scream ‘genius’ but given the right tools and right opportunity, suddenly they blossom and given a bit of direction can achieve amazing things. They're not even given that opportunity. So, all those things force me to continue that process of mentoring, young women coming through the legal professional, mentoring Black female students. Going into schools so they can see we exist, we are here, and we are here in increasing number. SP: You've talked about your home life as a significant influence. Who else would you identify as inspirational figure? Who else has inspired you to think there is no ceiling to my abilities. AO: I've had two amazing parents. So, my mother who as a young woman was an incredibly feisty character – ‘Don't tell her no;’ she was not going to be dissuaded from doing the things that she set her mind to, and she did not have the benefit of a continuous education. She grew up in a fee-paying system during colonialism and she to wait and to go to secondary school after her older sister. She always wanted to get a degree but selflessly she supported first her husband and then her children with their education and careers taking the back seat. And amongst all of that, the constant refrain from her was ‘don't let other people tell you no, don't let other people tell you that you can't do it.’ And she would only get cross if she thought you let someone else tell you what you could do. She did get her degree and became a lay reader, the first woman to be made a lay reader and was subsequently ordained as a Deacon at the cathedral church in Antigua and then at 65 to be priested (i.e. ordained as a Priest) in the Church of England. That wasn't her plan, but the opportunity came, and she took it. I have great admiration for her. So, I try to say ‘yes’ to things because you never know where it can lead. Those are my key role models. SP: Your mother clearly achieved several academic and professional goals and the thing that seems to be the persistent thread is this idea of integrity, endeavour, and idea of excellence. How have those ideas affected your value set? AO: For me, when I put myself in the position of doing something I either don't do it because I know I can't do it (and I'll have the humility to say I can't) or I put my soul into it because I think part of the integrity is knowing a what your limits are, but also recognising if someone has entrusted you to do something, do it to the very best of your ability. SP: So how did effectiveness integrity impact on you? AO: While it created a certain fuel to keep striving forward it gave me a larger sense of imposter syndrome and when I finally got to that point, I wondered ‘Do I really belong here? Could I really do those things? Am I a bit deluded?.’ That can be so crippling, and I had to pull back to that point of the girl with that blind self-belief. I needed to be that person again. So, the challenge now is, how far can I go? Because I know that there are others who come behind me and they need to believe they can do it too. SP: Thank you for taking the time to talk to me today and to share your thoughts and insights. I am sure we will be in touch again. -
Lincolnshire Gateway Academies Trust - BGU partnership
Lincolnshire Gateway Academies Trust is proud to work in partnership with Bishop Grosseteste University (BGU) to deliver their ITE programme. They offer places for Primary and Secondary in North East Lincolnshire and Lincolnshire, and their well-established programme of Initial Teacher Education (ITE) provides trainees the opportunity to gain a PGCE with Qualified Teacher Status - as well as masters credits in Primary and Secondary. Lincolnshire Gateway Academies Trust provide comprehensive support and guidance along with tailored training to prepare individuals for their teaching career. The Trust has extensive experience of working with Initial Teacher Trainees over a number of years providing bespoke in-school support to allow trainees to develop their classroom practice. Lincolnshire Gateway Academies Trust offer the flexibility for prospective trainees to choose the school where they undergo their training, which is a unique feature of the programme. The Trust also has a strong track record of trainees securing teaching positions within the Trust following successful completion of their training course. -
Undergraduate Programme Specifications
This page provides the course specifications for our undergraduate degrees. -
Horncastle Education Trust - BGU partnership
Horncastle Education Trust is proud to work in partnership with Bishop Grosseteste University (BGU) to deliver their Initial Teacher Education (ITE) programme. At Horncastle Education Trust, you can expect a warm and supportive environment, where colleagues are eager to share their expertise and guide you as you embark on your educational journey. Their schools cover the full range from nursery to sixth form, and include both town and rural settings. Horncastle Education Trust take great pride in their students and the dedicated staff who go above and beyond to create memorable experiences, helping students reach their full potential. Explore their Continuing Professional Learning and Development (CPLD) opportunities and discover more about each of the schools within the trust. Horncastle Trust provide comprehensive support and guidance along with tailored training to prepare individuals for their teaching career. The Trust has extensive experience of working with Initial Teacher Trainees over a number of years providing bespoke in-school support to allow trainees to develop their classroom practice.
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