I have just started the third year of my PhD, having spent much of my second year in Chile doing fieldwork. I am studying the role of secondary school and university students in the opposition to the brutal dictatorship that was in power there between 1973 and 1990. During my first year I had identified some archives to explore, but, as the regime’s rule was pitiless, with thousands of people killed or disappeared, tens of thousands imprisoned and tortured, and hundreds of thousands forced into exile, those resisting military rule, and the secondary school students in particular, rarely committed much to paper. Read More
On the 6th of November I attended the North West ESRC / AHRC Doctoral Training Partnerships Impact Event at the University of Liverpool.
Before going into details about the presentations, I want to start by saying that I’m a Year 1 PhD student, and this workshop has completely changed the way I’m approaching my research. Although I knew it was important to connect with the relevant people/institutions that could be impacted by my research, I never thought about ways to measure it….
Asking for help from others is something we do all the time, and children are certainly no strangers to it. They request help with their homework, cutting up their food, and even with the simplest of things like tying their shoelaces (thank goodness for Velcro). But there are rules in place when requesting help which, if breached, can land you in hot water. If I ask you to pass the salt at the dinner table, for example, you pretty much have to comply. On the other hand, if I ask you to drive to the local store to buy me more pepper, leaving your dinner to go cold, you are likely to complain and quite rightly so. Likewise, we know from The Boy Who Cried Wolf that making false claims, like asking for help when you do not actually need it, can end poorly. The upshot being that as adults we have learned when we should and should not ask others for help. But when does this awareness develop in children?
My first year as a researcher at the University of Liverpool has flown by, and I’m finding it hard to believe that I am now technically in the second year of my PhD. My research project, Mediating Militarism: Chronicling 100 Years of ‘Military Victimhood’ from Print to Digital 1918-2018, is a CASE project, which means I split my time between collaborative academic partners; in this instance the University of Liverpool and the British Library. The project looks at militarism and its role in the commemoration of the British war dead since 1918 up until the present day, and utilises the vast materials on offer at the British Library, notably the UK Web Archive’s First World War Centenary collection.