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Visiting Professor collaboratively hosted events for crucial voices in global human rights movement
Visiting Professor at BGU, Francis Davis, recently hosted two eminent voices in the global human rights struggle for freedom of religion and belief. -
Dr Emily McLemore
Dr. Emily McLemore is a Lecturer with the Foundation Year Programme. She earned her Ph.D. in English with a dissertation titled ‘Desiring Women: Pleasure and Power in Late Medieval English Literature’ from the University of Notre Dame. She also holds a Master of Arts in English from Oregon State University and a Bachelor of Arts in English and Secondary Education from Western Colorado University. Her areas of specialisation include Old and Middle English language and literature, gender and sexuality studies, and inclusive pedagogy in higher education. Emily is an experienced and passionate teacher. She was formally trained as both a university lecturer and a secondary educator, and has previously taught English literature, writing and rhetoric, and gender studies courses at the University of Notre Dame, Notre Dame London, and Oregon State University. As a licensed secondary educator, she also has experience teaching English language arts and creative writing for students aged 11 to 18. Emily’s research focuses on representations of women and the intersections of gender, sex, and violence in medieval texts. Her book project, based on her doctoral dissertation, examines representations of women’s desire and explores how eroticism works for and through female characters in Robert Henryson’s Testament of Cresseid, The Book of Margery Kempe, Geoffrey’s Chaucer’s Wife of Bath’s Prologue and Tale, and Sir Gawain and the Green Knight. Although her research interests typically tend toward texts from the later medieval period, she maintains a profound love for Old English poetry, most especially Beowulf. Foundation Year Our degrees with an embedded Foundation Year offer the chance to study almost any undergraduate degree at BGU over four years, rather than the traditional three. For more information, visit: bgu.ac.uk/course-types/foundation-year -
Bishop Grosseteste University appoints New Vice-Chancellor
Bishop Grosseteste University (BGU) has announced the appointment of Dr Andrew Gower as the new Vice-Chancellor, effective from 22nd April 2025. -
Dawood Khan
Dawood Khan is a Lecturer in Marketing and Branding at Bishop Grosseteste University. He teaches undergraduate, postgraduate, and apprenticeship modules, and is actively involved in curriculum development for advanced-level courses. Prior to this, Dawood served as an Associate Lecturer at Nottingham University Business School (at the University of Nottingham), supervising MSc Marketing and Branding dissertations and mentoring students through complex research processes. Dawood has held various teaching positions at Nottingham Business School and Nottingham School of Art and Design (at Nottingham Trent University), where he delivered modules ranging from Strategic Marketing and Brand Management to Advanced Research Methods. He has also supervised dissertations for postgraduate students in fashion marketing and branding, fostering their academic and professional growth. Additionally, at Oxford Business College, he taught a broad range of courses, including Principles of Marketing and Researching Business Data taught via the University of West London curriculum. ORCID iD -
Short film on Religion, Values and Ethics developed in collaboration with BGU Doctor
The Revd Dr Tania ap Siôn was closely involved in the development and scripting of the film. -
BGU Carnival hosted to boost student wellbeing
Colleagues from The Hub and our Students’ Union joined together to host the BGU Carnival. -
Campus event hosted to celebrate Survey of Lincoln’s new publication
The event, on Saturday 30th November 2024, traced and celebrated the history of the city’s many fascinating school buildings, explored in the book. -
A response to Sir Martyn Oliver’s comments regarding flexi-schooling (5th December 2024)
Flexi-schooling – the practice where parents choose to home educate their children for part of the week – has come under scrutiny by Sir Martyn Oliver, His Majesty's Chief Inspector for OFSTED. He reported at an online briefing last week that he was not aware of the prevalence of this practice before taking the helm at the inspectorate earlier this year, and said that he is “very concerned” about it. Recent research (Griffin et al., 2025, in press) suggests that this practice is especially prevalent amongst children with Special Educational Needs (SEN) and accepts that there are significant gaps in understanding rationales, organisation and outcomes of the arrangements for these children. Previous literature (Lawrence, 2012; Lawrence, 2016; Lawrence, 2017; Lawrence, 2018) has explored flexi-schooling as an option for parents of autistic children specifically. There remains considerable confusion around the circumstances of flexi-schooling. The Department for Education (DfE) guidance on the approach is issued through publication regarding elective home education, implying that flexi-schooling is typically sought where home educating children are introduced to an element of formal schooling to ‘ensure the provision in specific subjects is satisfactory’ (DfE 2019a). However, as a recent scoping review (Paxman, 2022) suggests, ‘this is but one scenario; the DfE does not describe situations where a child already enrolled in school is granted a flexi-schooling arrangement and where learning is predominantly school-based’ (p. 4). Mary Warnock, that great advocate for inclusion in education, conceded in 2004 that true inclusion in mainstream school for many children with SEN has not been possible and may rather result in a painful form of exclusion. Indeed, evidence shows that mainstream schooling is ‘failing to meet the needs of a great number of children with SEN’ (Paxman, 2022 p. 5). In deciding to flexi-school, parents may be making a desperate response to their child’s needs (Lawrence, 2018), articulated as a way to reduce their child’s distress, to support individual learning needs and to ensure that their child’s childhood is not wasted (Lawrence, 2018). There is, indeed, as Sir Oliver suggests, urgent and overdue need for scrutiny of flexi-schooling. There is also similar urgent and overdue need to address an education system in this country that leads parents to make this serious and difficult decision. -
Student teachers visit UK Parliament to explore parts of primary national curriculum
The intention of the trip was to develop our students understanding of teaching Fundamental British Values. -
Dr Ian Hardwick
Dr Ian Hardwick specialises in the archaeology of later prehistory and the Roman period in Britain, together with the study of past landscapes (of all periods). He has undertaken several research projects looking at interactions between the Roman Empire and the local people(s) of central and northern Britain, together with the impacts these relations had upon surrounding frontier landscapes. Having worked for English Heritage / Historic England and in commercial archaeology on a wide range of archaeological survey projects (particularly in aerial survey), he gained his PhD at the University of York researching the region-wide impacts of the northern frontier of Roman Britannia (from Yorkshire to southern Scotland). This was followed by work as a post-doctoral research assistant on the Leverhulme Trust-funded ‘Beyond Walls: Reassessing Iron Age and Roman Encounters in Northern Britain’ project at the University of Edinburgh, and his current role as lecturer in archaeology at Bishop Grosseteste University in Lincoln. His research interests include broader concepts of landscape, identity and frontier, together with how these themes interact (for Roman Britain and other empires of the ancient and more recent past).
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