technē AHRC Doctoral Training Partnership
technē supports outstanding students pursuing the ‘craft’ of research through innovative, interdisciplinary and creative approaches across the range of the arts and humanities.
Application is welcomed through the following universities:
Royal Holloway, University of London | Brunel University, London | Kingston University | Loughborough University, London | University of Brighton | University of Roehampton | University of the Arts London | University of Surrey | University of Westminster
Forthcoming events
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Radicalism and Reform in the Nineteenth-Century: London Victorian Studies Colloquium
26th Apr 2019 - 27th Apr 2019
Royal Holloway, Egham
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Rethinking agency: Engaged research and ethical responsibility
30th Apr 2019 10:15am-5:00pm
Kingston University
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The Practice of Creative Research: A One Day Writing Retreat
3rd May 2019 9:15am-6:00pm
University of Brighton
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Telling the World: Publicising Your Research Through the Media
14th May 2019 9:30am-5:15pm
Royal Holloway, 11 Bedford Square
Featured TECHNE students
Juliette Blightman
The aim of my artistic research is to identify how technology has changed feminism over the last one hundred years, in particular the impact it has had on women’s relationships to one another and the formsin which knowledge is shared. The spine of this enquiry - in which I situate my practice-based research - is Virginia Woolf’s ‘A Room of One’s Own’, a book published nearly one hundred years ago in 1929.
Jane Iremonger
The aim of my thesis is the re-examination of late seventeenth-century lesbian history and the development of a new theory/methodology of the ‘Lesbian Gaze’, which will seek to eroticize women’s writing of the period. Using a queer perspective, and utilising a historical understand of gender, the body, sexual anatomy, sexuality and women’s relationships, my research will investigate how restoration libertinism inflected women and how female-female love, desire and eroticism were represented.
Chloe Lee
My study hopes to determine the value of the approach as a catalyst in drawing out these intangible, yet integrated components of the history curriculum. It will also explore the use of drama in delivering ‘contested’ histories, developing recommendations of the HA (Historical Association), which can encourage students’ to appreciate the many challenging and conflicting interpretations of the past.