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Beyond Slavery

Emma Parfitt — Thu, 06 Mar 2025 16:25:25 +0000

The Lives of Black People in Early 19th Century Scotland

Beyond slavery … ? The history of Black people in Scotland is often overshadowed by the narrative of slavery.Aand this is an important part of history that should not be forgotten. For example, as evidenced by the interesting exhibition at Broderick Castle, Arran, Scotland. However, archival records also reveal a more nuanced and diverse story. One that questions any one-dimensional assumption that Black people in historical novels should be only slaves or servants. In early 19th century Scotland, Black individuals were not only slaves but also soldiers, students, and members of the royal court. This blog post aims to shed light on the varied experiences of Black people in Scotland during this period. I will highlight their contributions and presence beyond the confines of slavery and service.

Black People in Early 19th Century Scotland

While it is true that some Black individuals in Scotland were enslaved, many others lived as free people and contributed significantly to Scottish society. For instance, it was not uncommon for Black soldiers to serve in the British Army. One notable example is Arthur Roberts, a soldier who survived World War I and spent his later years in Glasgow ¹.

High-Status Individuals and Servants

In the 18th and early 19th centuries, it was fashionable for the Scottish upper class to have Black servants. These individuals were often brought to Scotland by plantation owners returning from the Caribbean. While some of these servants had been slaves, others were free and held positions of relative status within their households ¹.

Black Students in Scottish Universities

By the mid-19th century, Scottish universities began to see an increase in Black students, primarily from abroad.

Although these students were mostly men, as women of any ethnicity were barred from attending university until the 1890s, their presence marked a significant step towards educational inclusivity ².

Paving the way for later progress.

Africans at the Royal Court

The presence of Black individuals at the Scottish royal court dates back to the early 16th century. Records from the court of James IV mention an African drummer who travelled with the king and was part of the royal entourage. This drummer, along with other Africans, held high-status positions and were integral to the cultural life of the court ³.

The Complexity of Black Scottish Identity

The identity of Black Scottish people has evolved over centuries, with significant numbers arriving in the 20th century after World War II. However, the roots of Black presence in Scotland go much deeper. The development of a cohesive Black Scottish identity has been shaped by various factors, including migration, cultural exchange, and the fight against prejudice ¹.

With this history in mind, in my book I created the character of Lewis, a research assistant. The history of Black people in early 19th century Scotland is rich and multifaceted. While the narrative of slavery is an important part of this history, it is crucial to recognize the diverse roles and contributions of Black individuals during this period. From soldiers and students to high-status members of the royal court, Black people in Scotland have a long and varied history that deserves to be acknowledged and celebrated.

¹: John Gray Centre ³: National Trust for Scotland ²: Scotland with Hannah

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Young people, learning & storytelling

Emma Parfitt — Tue, 11 Dec 2018 17:00:26 +0000

Young people, learning & storytelling. Bascially, many years of storytelling research in schools later… Check it out here.

Book summary

This book explores the lives of young people through the lens of storytelling. Using extensive qualitative and empirical data from young people’s conversations following storytelling performances in secondary schools in the UK, the author considers the benefits of stories and storytelling for learning and the subsequent emotional, behavioural and social connections to story and other genres of narrative.

Storytelling has both global and transnational relevance in education, as it allows individuals to compare their experiences to others. Young people learn through discussion that their opinions matter, that they are both similar to and different from their peers. This in turn can facilitate the development of critical thinking skills as well as encouraging social learning, co-operation and cohesion. Drawing upon folklore and literary studies as well as sociology, philosophy, youth studies and theatre, this volume explores how storytelling can shape the lives of young people through storytelling projects. This reflective and creative volume will appeal to students and scholars of storytelling, youth studies and folklore.

Reviews

Some reviews below:

This book is an exceptional study of how storytelling cannot only help us understand children’s experiences under difficult conditions, but also how children use storytelling to cope with problems facing them in their daily lives. Dr Parfitt has a firm grasp of the art of oral storytelling and interdisciplinary methods, and develops keen insights into the emotional behaviour of children as they tell and listen to stories. Her book is a significant contribution to the fields of childhood studies and folklore and will interest anyone concerned with improving relations with children in schools and at home.

(Jack Zipes, Professor Emeritus, University of Minnesota, USA)

“Beautifully written, with imaginative metaphors from the stories themselves, she offers really accessible theory and vivid compelling accounts infused with the real voices and personalities of the young people themselves. This is not a manual, but something more precious, a guide to reflective practice to inspire teachers and storytellers practically in the classroom.”

(Nicola Grove, Founder of OpenStoryTellers, UK)

Reflections in 2023

It seems surreal now, that I finally got a book accepted and went through the whole publication process with Macmillan. I’m proud of myself. It feels like another person wrote this now. Four years ago the final version left my desk the same year as my wedding! It had taken me four years of research and writing and working parttime to obtain my PhD as a mature student. The book feels well earned for that reason. I faced emotionally draining times living in student accomodation to provide well-being support to students.

During that process I learnt a lot about myself. And the few individuals, you know who you are, I really helped, that appreciated an ear to talk to and talking through their options to get the outcome they wanted for their educational journey made it worthwhile. Thought, I’m sure the fab residental team would have had them anyway. For if a student reached out we were there. The being woken up to deal with emergencies and noise disturbances I would rather forget.

The process of hard, exhausting work that got me on that stage collecting my PhD is an experience I constantly remind myself of whenever I doubt myself. It has eased the doubts of my educational ability, past scarring from previous university experiences that ‘I was not good enough’, that I see now is a narrative I had heard from others and constantly reinforced in my own head. I was good enough then, and I am good enough now, always striving to be better. Not just in the way I write, but as a human being.

And I would not be the ‘me’ I am today without the people that challenged and support me along the way. Thank you from the bottom of my heart. I don’t say it often enough. I’m getting emotional thinking about all the friends I miss, some no longer with us, some across the world seperated by the cost of a flight ticket. Thankfully we have the technology to stay connected. And to those who I have lost touch with … I think of you sometimes with gratefulness for the periods of life we shared along the way.

My writing

If you are looking for another book to read, this time a fictional tale about sisterhood … I have also published A Friendship of Thistles.

Or you can contact me for proofreading.

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The non-violent violinist

Emma Parfitt — Sat, 08 Sep 2018 10:24:00 +0000

A poem inspired by a conversation with Dorota and Stéphane, with a nod to Debra Basset’s research on digital grieving.

The violin, in itself, is not violent.

What if, says the artist to herself,

the instrument’s lines and angles are a shared mental framework of hidden influences and meanings.

The bow, for instance, thrums across one’s deadened consciousness,

strokes a beat across the heart and back again.

The violin is almost drawing blood in the way it shakes me awake.

A violinist can create a crisscross of cuts in the ice of a soul as easily as soothe and glide.

Its movements start soft, the space between the notes casting the magic of a first lover’s kiss.

Gaining momentum, squiggles on pulped leave dance pirouettes, marionette-like shadows across the lines.

I don’t know what it was like to live amongst candlelight and clicking piano keys,

when the only entertainment was string, wind or percussion.

The miracle of live experience still occurs due to the privilege of electric currency ̶ digital money.

What a crime to compare the virtual to the living!

Digital avatars beckon Beethoven, Shubert and Seuerling to foxtrot from their graves in binary revolution.

The metamorphosis has commenced, c’est-à-dire… (it’s so cultured, even now, to throw in some French)…

let’s close our eyes and breathe it in.

Escape one simulated world for another one.

The passion of the non-violent violinist traverses the pores of our skin, sinking into sinew and bone with pinpricks of pleasure.

The violinist does not produce a flat tinny sound from a digital device. This is real music. Live. Transcendent.

As the music reaches for its applause there is always the promise of another tune…

like the lullabies that welcomed us into this world.

A lullaby of slaps

from a violent violinist

watered down by kindness and love.

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Storytelling research book (book announcement)

Emma Parfitt — Thu, 24 Aug 2017 13:09:00 +0000

Yay!

I am happy to announce that Palgrave MacMillian will be publishing my book on storytelling research at the end of next year. This has involved 6 months of hard work, rethinking and amazingly kind reviews and suggestions (some by the fabulous Jack Zipes).

The book will be published as part of a special series: Palgrave Studies in Alternative Education.

Photo credit: guvendemir (link to artist no longer available).

I think one of the difficulties will be finding an appropraite cover image as so many searches have resulted in primary children reading books, rather than secondary school aged youth listening to a tale. Any photographers or if you know a photographer with an appropriate image for sale please let me know.

Working book synopsis:

This book explores young people’s lives through fairy tales to demonstrate our complex relationship with storytelling including the emotional, behavioural and social aspects of story. Young people, learning & storytelling… provides excerpts from young people’s conversations following storytelling performances in secondary schools in the UK. The contents are based on storytelling research of international significance when considering the benefits of story and storytelling for learning; the interdisciplinary study of narrative; and the interaction of different narrative forms with young people’s agency (their ability to act independently and to make their own choices).

The book has two key aims, (1) to demonstrate through a unique “storytelling space” method young peoples’ complex relationship with story and their surroundings, and, (2) to make a case for the benefits of storytelling for learning and supporting interpersonal and critical thinking skills within the classroom.

It is for an educated reader with an interest in fairy tales, literature and storytelling or gaining an insight into young people’s lives, and in addition, for professionals such as: educators (from early childhood to secondary and higher education), people working in theatre, performance and drama, or those who are utilising storytelling in their work as a therapeutic tool.

The journey

The journey taken through research-based discussion and interdisciplinary theory will lead readers to reflect on the myriad of ways in which our lives connect to story. Educators and researchers can benefit from a deeper understanding of the stories that are told/read to children and the importance of discussing what topics children feel are important in those stories. In other words, to consider what lessons stories hold: the ‘civilizing effect’ of storytelling.

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Two journal articles released about The Artists and Academics exhibition

Emma Parfitt — Sun, 07 May 2017 08:34:00 +0000

Well done to Alice and Eri for writing two seperate reflections about the Artists and Academics Exhibition (Nov 2016). I enjoyed reading both articles very much. Alice is an IAS fellow, History of Art, University of Warwick with specialisms in womanhood, representation, spirituality and modernity. Eri Tsukamoto is a Sociology PhD student, University of Warwick, researching online audience’s reactions to wildlife docu-soaps.

As the organiser of the exhibition I found it interesting to read two related articles, with such different perspectives. Eri’s article was a reflection on the value of researchers taking part in communicating their word through art, the process, the challenges and the enjoyment of the entire process. Definately worth a read for researchers trying to decide if they would like to take part in community exhibitions.

Alice discussed and proceeded through the exhibition with local artist, Holly Dawes. As the result the article was an unusual combination of artist and art historian viewpoints, also incorporating visitors thoughts about the day. I feel very humbled that people appeared to have enjoyed the exhibition, and look forward to the possibility of organising other events in the future.

The articles can be viewed (for free) by clicking on the links below.
Alice Eden

Eri Tsukamoto

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IATL Strategic Grant

Emma Parfitt — Tue, 02 Feb 2016 22:00:00 +0000

I have been awarded a grant for a project with the Belgrade Theatre, Coventry to begin on completion of my doctorate. This is a highly competative staff fund, for large-scale projects which support the university’s teaching and learning strategy. I obtained this grant with the support of Cath Lambert.

The title of the project is:

A retrospective study to ascertain the pedagogic benefits of research-led teaching

‘Bearing witness to marginalised groups’

My research interest

The Belgrade Theatre’s ‘bearing witness to marginalised groups’ programme aims to work with young people from diverse backgrounds. Each group works closely with a trained dramaturge (a crafter of stories for the stage), sharing and shaping experiences into dramatic form. This offers young people an opportunity to reflect, share, rethink, and transform their stories. As post-war Coventry was rebuilt so was a theatre for the community (the Belgrade). The Council Statute stated that the theatre was obliged to build links between drama and young people. 50 years later, the Belgrade has continued to work with groups of young people, from primary to secondary school age, in the theatre, in the community, and in schools in Coventry. The theatre’s 14 regular groups meet weekly during term-time, and in addition there are holiday camps and summer schools. Our project is a retrospective study with previous participants of the ‘bearing witness’ programme.

From IATL’s perspective

This project is an exciting opportunity to assess Warwick undergraduates through a research-led teaching experience. I therefore proposed that the study would hire two undergraduates to receive paid research experience and training to improve their employability. The students’ progress will be supported and assessed by the research assistant throughout the study in order to inform the aims and objectives of a research-led teaching module.

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Paid Undergraduate Research Assistant Position

Emma Parfitt — Mon, 01 Feb 2016 15:24:00 +0000

Job title: Undergraduate research assistant

Deadline: 12 noon, 29^th February

This might be the opportunity for you

Are you an undergraduate first year student in social sciences or humanities?

Would you like research experience on your CV?

Do you need paid work experience?

Overview of the project

The Belgrade Theatre’s ‘bearing witness to marginalised groups’ programme aimed to work with young people from diverse backgrounds. Each group works closely with a trained dramaturg (a crafter of stories for the stage), sharing and shaping experiences into dramatic form. This project offered young people an opportunity to reflect, share, rethink, and transform their stories. Our project is a retrospective study with previous participants of the ‘bearing witness’ programme from 5 to 10 years later.

Vacancy Type/Job category

Undergraduate Research Assistant

Departments

Social Sciences – Humanities

Salary

£1070.76 (plus holiday pay of £129.24)

Extra for conducting approximately 15 interviews, £360 (which works out at £24 per two hour interview)

Location

University of Warwick and local Coventry area

Benefits

Paid research experience

Reference provided (subject to performance)

Qualifications

Open to current first year students, at Warwick University, from social sciences or humanities.

No previous work experience or set qualifications required.

Enthusiasm and reliability a must.

Applicants should be willing to learn and able to work with others.

I am looking for two first year undergraduates who are interested in the opportunity of a paid research position. Preferably available through the summer, but will consider term time only

The role involves research-led learning. You will be led through the complete research process including how to conduct qualitative interviews, transcribe interview recordings, analyse qualitative data with Nvivo, presentation and writing skills.

You will be in charge of interviewing and filming, scheduling interviews, recording participants, etc. And get a chance to write a paper and present a case study.

Expect interviews to be weekends and evenings around participant’s schedules.

Time commitment

Interviews are anticipated to commence from the 1^st July – 1^st October 2016, involving about 10 hours of transcription a week.

There will be training sessions on interviews, transcription, Nvivo software, presentation and writing skills lasting approximately 1-2 hours.

Some assessment will be conducted through the process which will be explained in the interview, this will require keeping a journal of your experiences throughout the project. Data analysis will begin in term 1 (academic year 2016-2017, with an estimated 2 hours a week from November to December 2016).

If interested please email: e.l.parfitt@warwick.ac.uk with a paragraph explaining why you are interested in the post, giving some information about yourself, and what subject you are studying at Warwick.

This post has been funded by the IATL Strategic staff fund

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Future Research Trip Funded to US

Emma Parfitt — Thu, 15 Jan 2015 18:41:00 +0000

[view of Minneapolis taken by myself]

Following a proactive approach to Professor Jack Zipes in 2013 I went to Minneapolis in September 2014 to work as an assistant on the Neighbourhood Bridges Program (Bridges), an arts for education charity. During that trip I spoke to Dr Ingram at Minnesota University to ask questions about the way in which the charity assesses its critical literacy targets and talk about some research ideas I had on oral storytelling.

In 2015 Dr Ingram will be analysing data for both Neighbourhood Bridges and Building Bridges—an anti-racism project which uses story to connect people in the community through the reading and discussion of fiction and nonfiction. I was invited me to join her analysis team as a research assistant. I also intend to present my research findings to the faculty.

Good news, I applied to my department and was successful in being awarded the funding to cover my trip to Minneapolis in the coming year.

This month has also been taken up with research software courses such as SPSS, and a seminar on the 15^th on Field Research, Transparency, and Analytic Rigour through Coding which was useful to reframe some of my current thesis ideas and refine future research ideas.

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Childcare … Education, Emotions and the Future Seminar

Emma Parfitt — Fri, 31 Jan 2014 11:12:00 +0000

Childcare meeting a conference? What are you talking about, Emma? The name of the conference was Education, Emotions and the Future Seminar. I attended and spoke at this fascinating conference in Leicester (22 Jan 2014). The standard of speakers was very high. Here is a link to the presentation that I gave:-

Emma’s presentation

The programme for the day was as follows:-

Part 1: Education, Emotions and the Present

Keynote: ‘Spatial Disparities in Emotional Responses to Education: Feelings of ‘Guilt’ Amongst Student-Parents’ (Rachel Brooks; University of Surrey)

Detached Youth Work: Understanding (how to be with) Young People’s Emotions (Matej Blazek; Loughborough University)

Emotions and Disaffection with School Mathematics (Gareth Lewis; University of Leicester)

The Cry for Professional Intimacy (Fiona Birkbeck; University of Nottingham)

Reflection, Emotions, Shock and Puzzlement in the Education Workplace (Rajesh Patel; De Montfort University)

Part 2: Education, Emotions and the Future

Keynote: Education and the Construction of Hope (Darren Webb; University of Sheffield)

Atmospheres of Progress in a Data-Based School (Matt Finn; University of Durham)

Me! The Narrative of Education: A Changing Force in Society? (Emma Parfitt; University of Warwick)

Widening Participation and Educating Hope (Thomas Grant; University of Leicester)

Thoughts about the conference

I especially enjoyed Darren Webb, Matt Finn, and also Rachel Brooks’ talk on student-parents.

What I took away from Rachel Brooks’ talk is this. That historically there is an uneasy relationship between emotions and higher education. Emotions are typically erased or managed in the education system in place of rational thought (Beard 07, Clegg 13, Hey and Leathwood 09). This is an advantage to those from privileged backgrounds. I am not from such a background, and have found the educational transition hard between public school, to university (for a degree), finally returning for a PhD after working. With a lot more confidence, if not the bank balance … having worked parttime to fund my studies as a mature student.

One place where class and choices meet, where the topic of the talk was evident, is in the provision of childcare and the ability of women to have access to suitable childcare for their circumstances. For instance this effects women’s options to return to education/work or stay in the home to provide childcare. And different women have different needs and wants in this area.

I liked the idea Brooks mentioned of social patterning. What makes a good mother, what makes a good father, as being determined by the expectations and pressures of society around families. The ‘norm’ for a family, in terms of who cares for the child, who works, in the family home.

Women’s Guilt

Over all women felt more guilty than fathers for returning to university. Brooks’ argued that therefore normative constructions of motherhood are in conflict with education. And one could say that emphasis on attachment (in early childhood studies) and intensive parenting (and its effect on brain development) carries a cost for women more than men. How as woman can we validate decisions to keep working, or to return to education, if child care structures as they stand do not there to support this?

I found it interesting that more guilt was expressed by UK mothers than those from Denmark (the study compared two Danish, and two British univisersities). Brooks’ explained that in Denmark it is more usual for mothers to work while the child is young compared to the UK where women feel the weight of societal disapproval against the return of mothers to the workplace. Her work indicates that surrounding social networks have a big impact in women’s opportunities/resolve to return or continue with higher education. Brooks’ also mentioned that the state also plays an important role because they establish the ‘norms’ of child care. More needs to be done to support women who want to work, because women can feel this conflict between work and child care. Those that want to work also want to know their child is getting the best care.

Women in Denmark

Women in Denmark also received more support from their partners. Men were more involved with child care. Whereas in the UK men predominantly saw themselves as providers for the family and therefore less guilty than the women for not being as involved with child care. Though I also know, through personal experience, more men are opting to look after their children, and support their partners and get involved, to allow their partner to continue working.

The point is that those options should be there. Women should be supported and not made to feel guilty for wanting to work. Whether we like it or not female biology makes this difficult, naturally mothers want to be close to their child, they may want to breast-feed and there are not the structures to support this for the average working woman. The workplace favours men with families more than women, and understandably women are more and more caustious about mentioning family in a job interview than men. Because it is assumed that they will be the ones to drop everything and not show up to work if the child has the chicken-pox or whatever.

More provisions are needed for childcare

Therefore more provisions, more demands, need to be requested from employers, from the government, to allow women to be close to their children whilst working. And affordable child care for people who need to work to bring in enough money to live on.

Obviously any woman who intends to have a family will have concerns about how to balance these things. Especially that it is often the woman who is expected to make sacrifices either in terms of her career or in time spent with her children. We can’t have it all. That is the reality. But we can try to find a way that works for us … that at least should be an option.

Unfortunately we don’t all have the same gumption as Kara Westlund, a full-time municipal councillor to take our children to work. I have to ask… why not?

Who am I?

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PhD Progress update

Emma Parfitt — Sat, 30 Mar 2013 12:43:00 +0000

My PhD had changed alot since the very beginning when I had what seems like a really vague idea now about storytelling and mental health. I then became interested in how stories teach people about their culture, including emotional language and understanding. I have clarified my thesis statement to: The civilisation of emotion: does traditional storytelling or do stories have an effect on how young people identify and understand the language of emotion?

So in my thesis I am going to explore Arlie Hochschild’s concept of how society uses feeling in relation to young people and traditional storytelling. I intend to use Hochschild’s ideas to form a link between Jack Zipes’ application of Elias and civilitie and Bruno Bettelheim’s discussions on the possible meaning and understanding of fairy stories. While Zipes debates the behavioural influences of fairy tale literature on civilization Bettelheim’s focus was on children’s psychological maturity (which is important to well-being when it comes to coping with depression and anxiety). Emotions in this way are co-dependant knowledge, we learn the language of emotion how to recognise, label, and place meaning on feelings through our interactions with others. Fitting in with ideas of social constructionism the language, meaning and expression of emotion is socially constructed and under constant revision.

So what do I mean by ‘does traditional storytelling or do stories have an effect’? I believe that narrative can help young people to negotiate transitions from late childhood to early adulthood. My research methods (comprising of interviews, storytelling, and group discussion) act in an intervention capacity, in that the students’ interpretation and experience of the storytelling performance allows their ideas to be perceived and validated, in other words tested against the responses of others. Social influences such as media, the internet, and other people, have narrative elements which combined on many levels potentially inform our emotional language and understanding. The research may be used in part to begin to separate out the processes of meaning-making which may validate why storytelling may have psychological benefits because it is exploring the student’s words and interactions over a period of time. And I hope this may take us a step closer to understanding what a marvellous thing our culture is, and how we can encourage multiple layers of tolerance and understanding between different genders, class and culture, and empower young people to make a difference in society with the right support. The support they tell us they need rather than what, in good faith, we try to impose.

On other news, going part time has helped the money situation I’m working hard to complete my PhD in four years on schedule. If anyone hears of any grants or sponsorship that my PhD might qualify for please let me know. I’ve written to my local MP, and to the Minister of Education, to appeal for more consideration of PhD funding, such as for example changing the current Career Development Loan system. It is designed to cover two years of study and provides a maximum of £10,000 which then has to be paid back in roughly £200 instalments a month. It was never designed to provide for PhD students but some of us have no other choice. I used mine to support myself and cover the bulk of my first two years fees. This past year I have applied for funding and worked part time to save up money to pay off the loan and pay for subsequent year’s fees. However the unexpected move to Warwick University with my supervisor in September has eaten up my savings for next year’s fees because I was unable to find work from Sept – January. But as in the past if I work hard I know that I will create an opportunity to find the money I need to get by. Feeling forcibly optimistic. A big thank you to everyone who has supported me thus far.

Happy Easter J

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