Mark Shiner, head of maritime studies at UHI Orkney, provides an insight into his recent trip to teach traditional sailmaking to staff at America’s largest Maritime Museum.
Mark Shiner
I have been making and repairing sails in Orkney for around 20 years now. I was originally trained and mentored by the Orkney sailmaker, Margaret Crawford. In 2012, we secured funds from the Scapa Flow Landscape Partnership to develop UHI Orkney’s sailmaking course – the only one of its kind in Scotland.
Launched in 2013, the course aims to keep traditional methods alive while also embracing modern practices. It includes online study followed by a week at our Maritime Campus in Stromness each April.
Earlier this year I was surprised to get an email from America’s foremost maritime museum asking about our sailmaking course. Based in Connecticut, Mystic Seaport has an international reputation, so I was excited to hear from them. The museum occupies a 19-acre site of historic buildings and a collection of over 500 boats (including several tall-ships) moored in piers and docks.
The museum’s interpretation supervisor, Elizabeth Kristian, wanted to find some training for her team so that they could demonstrate sailmaking and the skills involved. An internet search led her to information about our course at UHI Orkney.
Sewing
We had initially discussed welcoming the group to Orkney, but it was less expensive to take the course to the museum using an academic exchange fund.
The staff came from a number of museum disciplines including costume making, sail-training, rigging and various crafts, so the participants brought a lot of useful practical skills with them. They are a very competent and knowledgeable group of people. We covered everything from how to design a sail to tailoring its curves on a lofting floor, sewing it all together and applying corner fixings and even taking our work out on the water.
The group built two sails for the sailing dinghies used at the museum’s sailing centre. One was a contemporary sail in modern synthetic sailcloth so that staff can replace and repair the fleet’s existing sails.
The second sail was made from traditional cotton canvas with equally traditional fittings with intriguing names such as cringles, thimbles, nettles and rat-tails. This means the team will now be able to demonstrate traditional sailmaking skills to the public.
And they have the perfect location too. The Charles Mallory Sail Loft is an impressive three-story wooden building situated on Mystic Seaport’s waterfront. It has been a static exhibit for many years but will now be brought to life again.
Charles Mallory Sail Loft
Sailmakers traditionally occupied lofts or roof spaces because the floor was not interrupted by supporting pillars. People would haul huge tall-ship sails up on davits for repair or servicing. After work had been carried out, the sails were packed into barrels and returned to be stored in the hold. Mystic’s sail loft today is a wonderfully atmospheric place, its old walls hung with rope, canvas and sail hardware.
Elizabeth from the museum was delighted with the training we provided, saying: “The Mallory Sail Loft is a local building with a local story and has a lot of potential to draw the public into the maritime world. Having an abstract idea of a trade is a good start, but skills like sailmaking are really maintained through a chain of knowledge passed from mentor to student. I’m extremely grateful that Mark and UHI Orkney were able to serve as our mentor, and to reconnect us to that chain.”
Although I’ve now returned from the USA, I hope to stay in touch with the Mystic Seaport team and support their next steps in sailmaking.
I am also continuing to run our sailmaking course at UHI Orkney. Interest in the course has been increasing so we’re exploring the possibility of running it more frequently or expanding its scope to provide a larger academic offering.
Alex Dold provides an insight into her journey as a PhD student researching representations of Scottish identities through the popular TV show, Outlander.
“Doctor of Outlander? Are you sure you don’t want to pick a more academic subject?” Asked my Dad. (Or something along those lines.)
In 2017, I had the opportunity to come to Scotland for the first time in my life for an Erasmus scholarship, through my home university in Bonn, Germany. What a wild ride it has been since.
Staying in student accommodation on Inverness campus created amazing international friendships and memories I never will forget. I realised that not only did I love English literature (which I was studying for my master’s degree at the time) but, almost more so, Scottish history.
In a class on British identities, led by my now supervisor Dr Jim MacPherson, I wrote an essay on representations of Scottish identities using the television show Outlander as an example. As well as a great mark, I got a message from Jim: “If you ever want to come back to UHI to do a PhD in Outlander, I’d love to be your supervisor for that.”
After receiving that email, I phoned my family in Germany and said: “I might have to move to Scotland permanently.” Cue lots of laughter and jokes on the other end of the line – after all, I was known for going to other countries for a few months at a time to experience something new.
Once I had completed the semester abroad in Scotland, I returned to Germany to finish my master’s. But Jim’s feedback had stuck. I realised what I wanted to do: research historical fiction and how it can be used to understand a nation.
Then, everything happened so fast that I don’t even remember the exact details. I graduated from the University of Bonn in July and moved to Scotland in September. I settled down in the Tain area, a short drive from the Centre for History in Dornoch.
Pressing pause allowed new ideas to flow
Five months into my initial PhD research, the Covid pandemic paused life for everyone and I was stuck in a wee Highland cottage, away from my entire family.
Originally, I had intended to research the effects of the Outlander novels and television series on German tourists visiting Scotland, but without visitors, there was no research.
I was unsure about my research, didn’t enjoy any kind of work that came with it and, if I’m being honest, I was probably depressed. I spoke to my supervisory team who were very supportive and encouraged me to keep going.
I managed to pull myself out of my daily struggles by taking on a job on a local potato farm, which was both a welcome distraction and a bit of a pause button for my PhD research – something that really helped me.
Then, throughout the next year and a half, I had new and exciting ideas for my research. Having met my partner through the potato farm job, life was less lonely.
Fast forward four years, and I am now one year away from permanent citizenship, have moved to Glasgow with my partner and achieved a teaching qualification. Most importantly, I can almost see the finish line of my PhD research, after lots of highs and even more lows. A PhD is a big undertaking, one that requires determination, finding oneself and realising the importance of a strong support system.
Bridging the gap between academia and the public
Over time, my research has changed a lot. My thesis argues that Diana Gabaldon’s Outlander novels function as public history. Public history is the teaching and learning of history outside of an academic setting, such as museums, guided tours or, as I argue, historical fiction. I demonstrate this through different approaches, using both historical research and literary analysis.
Thanks to this interdisciplinary approach and clear focus on the novels, my research stands out among that of other academics, who mainly focus on the TV series and genre of the novels.
I was fortunate enough to be invited as a speaker at the first international Outlander conference, organised by the University of Glasgow in July this year. Interesting conversations with fellow academics really showed me that what I am researching is unique and hasn’t been done before.
I have met Diana Gabaldon multiple times now and she is aware (and interested) in my research, even asking if I might be able to send her the finished thesis.
My hope for my thesis, once it is finished, is to publish it at an affordable price. The Outlander fandom consists of many intelligent and intellectual people who have a genuine interest in Scottish history, literary devices and the possibilities of historical fiction.
By publishing an academic book that is, at the same time, accessible to a non-academic audience, I want to bridge the gap between academia and the general public, like Outlander does as public history.
For me, it never felt like I immigrated to Scotland, or that I uprooted my entire life; it just felt like the right thing for me to do. Four years later, I don’t regret any decision made along the way. I have an amazing life in Glasgow, feel confident with my research, and am looking forward to finally becoming “Doctor of Outlander”.
Laura Mackenzie-Raymond from Inverness shares her experience of training as a nurse and discusses some of the personal challenges she’s faced along the way.
At the age of 31, I decided to apply for nursing without any healthcare experience. I have always been passionate about making a positive difference but didn’t have the confidence to make the leap previously. With help from UHI, I knew that I had to complete the access to nursing college course initially as I had been out of education for a while.
My working background is mainly administration support and I had been working part-time since the birth of my daughter. In 2015, I was diagnosed with postnatal depression and anxiety, which fluctuated over the following years. I made UHI staff aware of this during the application stage and they were extremely supportive.
For me, the course has had a significant positive impact on my life. I had been working in an office-based role for many years and always felt I could be giving more. Highly ambitious, I’ve always been eager to learn new skills and I crave variety in my day.
Despite my mental health illness, studying a full-time degree has changed my life. I thrive when I am learning new skills and information, and the placements are an incredible insight into life as a qualified nurse. I find it so rewarding making a difference to someone’s day and it is a privilege to work with patients in all settings.
I enjoyed it so much so that I applied for a role as a bank health care assistant with NHS Highland in 2021. I also find this is ideal for family and studying life, as the flexibility of the contract allows you to work where and when you can.
In 2022, three months into my second year of nursing, I was diagnosed with early-stage breast cancer. I was near the end of a seven-week placement and my world came to an abrupt halt. UHI were fantastic in supporting me through this uncertain time, they guided me through the process of suspension of studies and I returned to second year in September this year. I spent nine months recovering and counting down the days until I could get back to UHI!
On my return, I was anxious that I had lost my skills to study, but it all came flooding back and I was soon back into a routine of lecture timetables and ‘to do’ lists like I’d never been away. Treatment has left me with some challenges like pain and fatigue, but it doesn’t stop me pursuing my dream career and I am determined more than ever – it’s just about finding the right balance.
I have made some wonderful friends along the way and we keep each other going knowing that we are all on this journey together. It may take me longer than some, but when I complete my degree, I know I will feel a great sense of achievement and possibly cry at graduation (as long as I don’t trip over!) 😊
Charlie Scott Dawson, a contemporary filmmaking graduate from the Seaboard villages near Tain, shares his experience of taking part in the FutureCreative programme last year.
Provided through a collaboration between XpoNorth Digital and UHI, the programme connects creative, heritage and digital students with professional networks and opportunities.
Charlie Scott Dawson
Why did you sign up to the programme?
Ever since I was a kid my goal has been to become a filmmaker. I’ve been studying filmmaking since high school. I’ve got a GCSE in film, a Foundation Degree in digital arts and recently completed a BA (Hons) in contemporary filmmaking with UHI.
It often feels like opportunities within the film industry are few and far between in the Highlands so, when I saw a chance to not only get my foot in the door but also to develop my skills, relationships and career, I knew I had to take it.
What did you gain from it?
A clapperboard
The programme really effective at reassuring me that it’s good to have your own ideas and to make yourself stand out as an artist. I found it to be informative and thought provoking.
I realised the importance of communication, of being able to communicate my ideas or intentions clearly and I also gained a level of confidence. I used to be unsure whether I could call myself a filmmaker, even after graduating. The programme has helped me establish that I can.
How did you find working with Hollywood producer Jason Lust?
Jason Lust (centre) at the FutureCreative launch in 2022
Jason is a really interesting artist with a unique train of thought. He’s honest. He explained that he doesn’t have the secret answer to get into the industry. I liked that honesty. I like listening to what he thinks of the industry and how it works. He doesn’t tell you how to think as an artist, he wants you to find your voice. I found that to be so refreshing in an industry that, to me, prioritises already established intellectual properties over original works. He’s an artist for the artists.
Would you recommend others to sign up?
Absolutely. It’s an opportunity worth taking to learn new skills and meet new people. Take the chance, join the programme and get out there!
Do you have exciting plans on the horizon?
Yes, I’ll be continuing to produce films and taking part in the Jason Lust mentorship programme. I’m excited to develop my filmmaking skills and confidence as I move out into the industry. I also hope to continue my studies at a later date.
In honour of Black History Month 2023, Your Students’ Association Advice Service Coordinator Elena Semple shares their journey from feeling like an outsider, to embracing their multifaceted identity.
Elena Semple, Advice Service Coordinator, Your Students’ Association
Growing up, I was always the ‘coconut’ among my friends and acquaintances. This designation did not arise from an idiosyncratic fondness for coconuts; it was because of my skin colour. I had brown skin on the outside, but they considered me ‘white’ on the inside. The term ‘coconut’ is often used to describe someone with dark skin who supposedly acts or thinks like they are white, as if skin colour should dictate one’s personality or identity. This label haunted me for years, but eventually, I learned to embrace my identity beyond my skin colour. From my early days in the United States to my experiences in Scotland, various personal challenges and revelations have shaped my understanding of identity.
My mother and I immigrated to the United States from Bolivia in the 1990s when I was merely two years old. Our move was motivated, in part, by the pursuit of political asylum, as we joined other family members already settled in the US. My mother, an unmarried parent in a less accepting era, sought new opportunities in a foreign land. Growing up in the US, I saw that my home was a rich tapestry of traditions, languages, and cuisines, as my Bolivian family was deeply rooted in our country’s customs around food, music, and beliefs. However, once I left the front door, society tried to instil in me that I had to leave that all behind and if I wanted to survive, I had to assimilate into my surroundings. It is crucial to note that my family and I lived as undocumented immigrants, necessitating constant vigilance for fear of deportation. I grew up in the suburbs, so the town’s population was approximately 95% white, so assimilation wasn’t merely about fitting in but a means of averting suspicion.
Me as a young child.
In school, I quickly realised that I didn’t fit neatly into the predefined boxes of identity that society had created. My interests, tastes, and values didn’t always align with what was expected of someone with my skin colour. I cherished Bolivian folkloric music as ardently as I enjoyed mainstream pop. I was equally comfortable conversing in my native Spanish as in English. I relished the delicious spicy dishes my mother and grandmother cooked at home and enjoyed a pepperoni pizza with friends.
Despite my multicultural upbringing, my peers and classmates struggled to fathom the possibility of embracing and embodying multiple cultural identities. It was as if I were compelled to select one facet of my heritage and adhere to it exclusively. This misunderstanding led to the ‘coconut’ label being attached to me, and I began feeling like an outsider in my community. Over time, I started questioning why skin colour had to dictate so much about who I was supposed to be. It became evident that the time had come to reject this stereotype and embrace the authenticity of my multifaceted identity, forged through my unique experiences, choices, and values.
Towards the end of high school, I grew increasingly vocal about issues impacting immigrants in the United States. I even composed a letter to a State Senator, boldly expressing my solidarity with immigrant strikes and actions during the early 2000s. I must admit that sleep eluded me for weeks, weighed down by the fear that I had inadvertently exposed myself and my family to potential repercussions from Immigration Control Enforcement. To my astonishment, the Senator responded, commending my courage and gratitude for speaking out. This marked my initial foray into activism, a memory I revisit during uncertain times.
At a Black History Month exhibition at Strathclyde University, 2018.
As I entered university in 2007, I carried the lessons of my high school activism. When I moved to Scotland to attend university, I gradually realised that I could unapologetically represent my cultural heritage and draw strength from the myriad influences that had shaped me. Nevertheless, being identified as Latinx held limited significance in Glasgow during that period, as the Latinx community was notably small. People’s understanding of my culture was primarily informed by what they had gleaned from Mexican culture or their experiences during Spanish holidays. Once again, I found myself being categorised as ‘American’ before anything else, and many individuals expressed surprise at my ‘white voice.’ My awareness of this stemmed from my experiences working in call centres, where people often expressed relief at speaking to someone they perceived as ‘white’ rather than ‘foreign.’ In the hospitality industry, managers often delivered instructions loudly and slowly, presuming that I did not possess proficiency in English until I spoke. However, once my American identity became evident, their demeanour would shift. It became apparent that among workers of colour, the American white-passing accent was accorded a peculiar favour.
It’s 2023, and the concepts of inclusivity and equality are prominent in our collective consciousness. While Scotland has made considerable progress, there remains work to be done in fostering an inclusive society. Fortunately, university spaces offer places for students to learn from other cultures and appreciate the richness we bring and want to contribute to society. My journey towards embracing my heritage reached a pivotal juncture in 2017 when I became actively involved in the student movement. This period marked a profound shift in my perspective concerning the term ‘coconut.’ Rather than perceiving it negatively, I began to view it as a testament to my unique capacity to bridge disparate worlds and wholeheartedly celebrate the beauty of diversity.
As I delved deeper into the student movement, I encountered kindred spirits who, like me, defied society’s narrow definitions of identity. We formed a close-knit community that revelled in our diverse backgrounds and cherished the freedom to be our authentic selves. As I grappled with the intricate puzzle of race, my other facets of identity, including my sexual orientation and neurodivergence, began to merge; I gained a profound appreciation for the concept of intersectionality. Collaborating with fellow students during my tenure at the NUS, we pushed back against stereotypes. We demonstrated that identity is a complex tapestry woven from a multitude of experiences and influences.
Today, I no longer cringe at being called a ‘coconut’. It no longer suggests that an inner layer is better than the outer layer. Instead, I wear it as a badge of honour, a reminder of my capacity to defy stereotypes and carve out my identity. This reimagined interpretation underscores the value of the coconut’s external and internal facets, emphasising the importance of embracing the entirety of one’s identity rather than privileging one perspective over another. I’ve learned that being true to oneself is more important than conforming to others’ expectations. My journey has reinforced the idea that our worth is not predicated on the colour of our skin but on the depth of our experiences, the complexity of our character, and the authenticity of our hearts.
Your Students’ Association offers UHI students the opportunity to join Student Networks that provide a nurturing environment where individuals with diverse backgrounds and interests can come together to celebrate their unique identities and experiences. They offer a safe space for students to explore their passions, values, and cultural heritage. Click here to find out what networks are available.
Stewart Clelland is an MEd Critical Enquiry student at UHI and an RMPS teacher. With support from our Student Development Fund, Stewart was able to travel to Africa on an educator’s residential trip. He kindly got in touch to share a bit about his fascinating experience living and working there over the summer.
In the vibrant classrooms of East Africa, where dreams take shape against all odds, the aspirations of young hearts know no bounds. Children dream of becoming accountants, lawyers, nurses, engineers, teachers, and doctors. They dream of a better future for themselves, their families, and their communities. But not all children have the same opportunities. Some children are born into poverty, others are girls, and still others live in rural areas with class sizes of over two hundred pupils. What type of teacher can stand before a class of two hundred daily? With children leaving for the day as they came—on empty stomachs? During the summer of 2023, I had the privilege to work with those in such a context. And amidst a landscape besieged by adversities that claw at the very essence of life itself, I saw miracles happen every day.
What follows is a personal account of my journey to Uganda and Rwanda with Global Learning Partnerships (GLP). Endorsed by Education Scotland, GLP is an intense and immersive professional learning development opportunity focused on facilitating innovative teaching methods in promoting global and sustainable education. I was able to participate in this opportunity thanks to a generous donation by UHI’s Student Development Fund.
The rain clouds off to my left lit up with flashes of lightning. Ahead, the road was barely visible—the rain had just let up. Perched on the back of a small motorcycle, known locally as a boda, we were en route to Kinumi village in the Masindi district of Western Uganda. The local teachers had kindly offered to take me to the market. Our visit stretched longer than expected, and the rain came pouring in, veiling our view and turning the road ahead into a hazy blur cleansed of all but the usual red dust. I wasn’t bothered. In the rain, I appreciated the wind against my hands and face. Lush green fields passed by, sugarcane glistened with water, and tiny villages nestled amidst the hills daubed out scenes I’ll never entirely forget. And, if I am honest, amongst all the extraordinary experiences I encountered in Africa, living and working there, those nights on the motorcycles were the most life-affirming.
The days, however, were spent in simple awe. I worked with resourceful, joyous people committed to helping children learn under the most challenging of conditions—my evenings were no less educational, I drank the local beer and roasted maze on a charcoal fire. In Scotland, I teach Religious, Moral and Philosophical Studies (RMPS) and hold a MA in the history of Western Esotericism, which is to say, I have an interest in marginalised and persecuted religious communities.
I couldn’t help but notice then that for East Africans there was no separation between spirituality and life. People believe they are part of a larger, interconnected web of life and that their actions impact the world around them. On the bike, in the rain, I became more aware than ever of my surroundings, the road, the environment, the sky. I felt like I, too, was part of something bigger. As the bike rattled along, I reflected on my own somewhat abstract commitment to sustainability, and how the role of a teacher holds universal significance, transcending language barriers and curriculum differences into something familiar and altogether vital. Time and again however, it was made clear to me by my hosts that the land itself was a gift from the ancestors and there was a duty to protect it.
Africa is a kaleidoscope, and as I was to learn, this belief underpins traditional African farming methods, water conservation, and, more importantly, the Bantu philosophy of Ubuntu.
Emphasising the importance of community and shared humanity, Ubuntu teaches that we are all connected and are responsible for caring for each other and the environment. The importance of community was evident in the people I met, of course; resulting in strong social networks that can support sustainable development. For instance, whilst quickly labelled a muzungu—a Bantu word that means ‘wanderer’, originally pertaining to spirits, the term is now predominantly used to refer to white people—I was also quickly given an empako (praise name) or sign of social identity. I was brought into the community and named Amooti, from a Luo word Amoto, that in Bunyoro-Kitara refers to someone who genuinely respects others, thinking and speaking well of them.
As a postgrad in my second year of a MEd in Critical Enquiry at UHI, I am passionate about sustainability and culture, especially how our identities and religions shape our relationship with the environment—the name Amooti then had unexpected resonance for me.
I am fascinated by how our cultures and religions influence our relationship with the natural world. Education is key to fostering more sustainable relationships between people and the planet. Some cultures deeply revere nature, while others see it as something to be exploited.
Our identities play a role in how we interact with the environment. Education can help people to appreciate the diversity of cultures and religions and to see how these differences can be a source of strength and resilience. This is something I explore in my own classroom, and will continue to do so with renewed insight.
In Uganda, I met and learned from teachers using creative and engaging methods to teach diverse, overflowing classes of more than two-hundred students using recycled materials. Supported by Redearth Education, a volunteer-led organisation delivering teacher training directly to government primary schools, their focus was squarely on positive pupil outcomes, sustainability, collaboration, and local governance. Working alongside them, I saw a magic to what these teachers were doing, conjuring a realm of knowledge from the simplest of resources (plastic bottles and cardboard) and infusing the classroom with the heartbeat of their community—through songs, dances, and traditions that breathed life into a dense curriculum.
Redearth has helped build the capacity of identified lead practitioners in schools to make changes in their teaching and create model classrooms and practitioners. Working in partnership, I saw this work first-hand and was impressed by the impact it was having on the lives of children. I am grateful for the opportunity to have visited and thankful for my new name, Amooti.
During my time in Rwanda, I had the chance to weave my experiences from Uganda into a series of workshops that centred on a teaching approach known as Teaching and Learning using Locally Available Resources (TALULAR). This method empowers educators to craft interactive and captivating lessons in a way that’s both sustainable and kind to the environment.
Collaborating closely with Inspire, Educate and Empower Rwanda (IEE Rwanda), a nonprofit with a mission, we aimed to equip teachers and trainers with an array of skills – from competency-based teaching to harnessing technology for learning, all while fostering collaboration. The heart of IEE’s mission lies in three pillars: ensuring quality teaching and learning, nurturing the growth of teachers, and forging partnerships with various organisations. Rwanda, a veritable paradise, provided the backdrop for this collaboration, and I am profoundly grateful for the chance to have been a part of it.
To witness Rwanda’s remarkable journey of resurgence after the 1994 genocide was a humbling experience, and it showed me the incredible power of resilience. The profound influence of Ubuntu on modern Rwandan culture, particularly in the realm of education, is both undeniable and inspiring.
Ubuntu is often translated as ‘I am because you are’. It has played a pivotal role in shaping the way Rwandans perceive themselves, their society, and their approach to education. In the aftermath of 1994, Ubuntu emerged as a guiding principle in the process of healing, rebuilding and decolonisation. This philosophy emphasises reconciliation, empathy, and a commitment to the community’s collective well-being.
The impact of Ubuntu on education has been especially evident as Rwanda sought to foster a sense of unity and cooperation. Education, a cornerstone of societal progress, is deeply influenced by the Ubuntu philosophy. The education system in Rwanda appears to have shifted its focus from individual achievement to collective growth. While academic excellence remains important, educators emphasise the importance of collaboration, compassion, and understanding among students. This shift is not merely about textbooks and exams but about nurturing a generation that values each other’s differences and works together for a better future.
Meeting the dedicated educators and trainers left a lasting impression on me. They exuded a beauty that was more than skin deep, a beauty that emanated from their unwavering commitment. Among the many things that struck me during the TALULAR workshops was how they encouraged participants to embrace creativity and resourcefulness. Armed with sticks, leaves, plastic bottles, and stones – everyday materials – the teachers were challenged to reimagine their use in teaching. The ingenuity that emerged from this challenge was nothing short of astonishing.
The workshops didn’t just focus on individual brilliance; they also fostered a culture of collaboration. Teachers were nudged to collaborate, to share lesson plans and exchange ideas. This not only strengthened their community but also made adopting the TALULAR approach all the more appealing. The impact of these TALULAR workshops is bound to be far-reaching. With teachers and trainers dispersed throughout every corner of Rwanda, the positive effects will echo on a national scale. I’m genuinely thankful to have played a role in this transformative work and look forward to witnessing the uplifting changes it will usher into Rwandan education.
The GLP trip was an eye-opening experience that has changed the way I think about education. I learned about the importance of using innovative methods to teach global and sustainable education, and I saw first-hand the impact these methods can have on students’ lives.
This holistic approach to education, reflected in the Ubuntu spirit, has helped me see how to foster a deeper connection between knowledge and the real world. None of this would have been possible without the invaluable support of the UHI Student Development Fund.
‘This opportunity was partly funded by our 2022-23 Student Development Fund. The fund has supported UHI students since 2009, expanding their horizons through financial grants to pursue courses, residentials and other experiences that are often missed due to financial barriers that come with them.
Our Student Development Fund desperately needs donations in order to run in 2023-24 – if you can, please head to our webpage to find out how you can support unique opportunities like Stewart’s. Thank you.
To mark International Mentoring Day on 17 January, Dr Lucy Dean reflects on our history alumni mentorship scheme.
At the UHI Centre for History, we are grateful that many of our graduates keep in touch with us and share their experiences about the variety of paths they have taken. Even more exciting than hearing how they are spreading their wings in the world beyond UHI, is being able to provide them with opportunities to inspire our current students and see their enthusiasm encourage others though our history alumni mentorship scheme.
During the past two years, we have been working with alumni to support undergraduates through contributions to our core skills modules. These contributions have helped students to identify and better appreciate the transferable nature of the skills that they are developing during their studies.
As well as benefiting our current students, our mentorship scheme gives graduates the opportunity to reflect on their own experiences and the skills they have gained.
Three of our graduate contributors – Sam Baillie, Victoria Whiteford and Jonathan Main – offer insights into the key skills they gained at UHI which are essential to their everyday work and why they chose to join the alumni mentoring scheme.
Sam Baillie – BA (Hons) in Scottish history, 2017
Tell us about your time at the UHI Centre for History
While studying at UHI, I learned how to effectively communicate virtually, including organising video conferences, creating online presentations, engaging with virtual audiences and working on live documents together. Nowadays, my role in the communications team at SAMH – Scotland’s largest mental health charity – requires me to take full advantage of these skills. Even before the pandemic, digital skills were in high demand in the third sector. Now, they’re essential.
Using these skills learned through UHI’s online learning approach, I’ve been able to effectively pitch social media campaigns, press releases, video scripts, TV adverts and more to a virtual audience across the world. This includes being confident on video calls, sharing documents on the cloud to allow collaborative work and gathering audience member input using real-time interaction and voting software.
Studying at UHI has also helped me to manage my time and tackle several projects simultaneously. For example, I now organise my time through Outlook calendars and Trello boards to ensure I’m prioritising each project appropriately. I learned these skills in my later years at UHI, where I would work on several modules on any given week (as well as a dissertation!) while ensuring I met fast-approaching deadlines.
What inspired you to get involved in in the alumni mentoring scheme?
After graduating, I often felt unsure of where I wanted to take my skills. There are a few ‘traditional’ career paths associated with history degrees, such as museum and conservation work, but I was always keen look for opportunities outside the box. Fast forward to today and I’ve worked alongside many talented history graduates in my field of communications, marketing, public relations and policy. I’m now keen to spread awareness about these roles to encourage people undertaking history degrees not to limit themselves, to experiment in new areas and to never write themselves off for roles they may not have originally thought about.
What did you gain through the process?
Encouraging students to think about careers in new sectors is beneficial as it can increase the quality of work in these areas. I’ve seen history graduates lead national campaigns, shape policy and create large-scale positive change and I find it rewarding to know I’m encouraging this to continue.
What do you hope to achieve?
I really hope students become aware of how important and useful their skills are in a range of industries. If one student becomes interested in an area or discipline that they hadn’t previously considered or had perhaps even questioned their suitability for in the past, I view that as a great success.
Victoria Whiteford – BA (Hons) in Scottish history and theology in 2019
Tell us about your time at UHI Centre for History
The key skills which I learnt during my studies at UHI were research and interpretation. I continue to use these skills every day at my job. I work in valuations, where we value companies for different purposes.
To do this, we must research the company thoroughly to understand its place in the wider marketplace as well as its unique selling point. We also interpret different forms of information, not just financial! For example, in each job, I must read through the Articles of Association for the client company and, although Articles tend the feature the same or similar information as other Articles, they do not necessarily express that information in the same manner. Sometimes we must discuss our interpretation with the client’s lawyers and, if our interpretation is not how the Articles were intended, then they need to be redrafted, as they should only be read as having one explicit meaning.
The Articles also often express financial concepts, such as how funds would flow if the company was bought, verbally, and we have to interpret that language to create a financial model in Excel. Having an eye for detail and a sensitivity to language are vital to my job, and these were skills which I developed at UHI.
Jonathan Main – BA (Hons) in history and politics in 2020
Tell us about your time at UHI Centre for History
As a policymaker for a local authority, the critical thinking skills I developed during my history degree have been exceptionally valuable. While studying history, I learned to analyse complex information, assess multiple perspectives and consider the implications of decisions made in the past. These skills have afforded me the ability to approach policy issues with a nuanced and well-informed outlook.
In particular, my training in historical research has proven surprisingly helpful in my current role. History graduates are skilled at finding and synthesising information from various sources, which has helped me navigate the often-complex landscape of policy research. Whether I am researching the best practices for housing policy or evaluating the impact of new regulations, my history degree has equipped me with the skills to conduct thorough and insightful research.
From critical thinking to research abilities, studying history has equipped me with the essential tools to tackle complex issues and make informed decisions. Who knew that a passion for history would lead to a successful career in policy?
What inspired you to get involved in in the alumni mentoring scheme?
As an alumni, providing content on careers and employability was an opportunity to bridge the gap between academia and real-world applications. Reflecting on the value of my history degree, I realised the wealth of transferable skills it equipped me with, such as critical thinking, research and effective communication. By sharing my insights, I aimed to empower current history students with a practical understanding of how these skills can be leveraged in the workplace.
What did you gain through the process?
Engaging in alumni activities allowed me to give back to the academic community which shaped my journey and provided a platform to connect with current students. As former students, we can offer guidance, encouragement and valuable insights into the diverse professional avenues a history degree can open.
What do you hope to achieve?
In essence, it’s a collaborative effort to strengthen the bridge between the classroom and the ever-evolving landscape of careers, ultimately enriching the educational experience for both past and present students.
Colina Wright is the Interim Student Voice Manager at the Students’ Association at the Highlands and Islands as well as an activist, campaigner, and an advocate for change. As part of Black History Month, Colina looks back at her own relationship with history – and forward to a more positive, united future.
I asked my beautiful, mixed race four-year old daughter to undertake a mundane task for me and her response was “I’m not your slave.”
Where had she learnt that, how had this language become so commonplace within our lives without any thought as to what it actually meant? At what point will that mean something to her? Will it ever?
My name is Colina Wright, my pronouns are she/her and I am the Interim Student Voice Manager at Your Students’ Association here at UHI. Whilst I am proud to be black, I must start by saying that I introduce myself as a woman that is black rather than a black woman, because my gender is most important to me. To me, whilst I wouldn’t say I’ve never experienced racism, I have never allowed myself to feel victimised based on the colour of my skin, whereas sexism is more prevalent and covert.
Me and my daughter
Growing up
I am black woman with my family immigrating from Jamaica back in the 1960s however I have no idea of our history further back than my grandparents. Growing up I did experience racism; fortunately I was never told to go home, which would have been confusing given that home was Nottingham, but I was asked why was I so dark. It bothered the pre-teen version of myself. I poured bleach in the bath and scrubbed my skin until it bled in an attempt to fit in…but the ironic thing was that this abuse was from other black children who should have known better. I decided that my skin colour was not going to stop me from achieving my aspirations and learnt to disassociate myself with the negativity that others wanted to put on me.
At my graduation ceremony
I went to university before the term BAME/BME was popularised. There definitely wasn’t an acknowledgement of any attainment gaps between white and non-white students and even if this was discussed, it was done behind closed doors, possibly through fear of being perceived as racist.
I recall an African history workshop organised for BAME students whilst I was at school, although we weren’t referred to as that back in the early 90s. I purposely chose not to attend, not because African history wasn’t important to me, but because I only saw the anger and hatred that resulted from these workshops; whilst knowledge is power, I saw black students feel the need to avenge our ancestors, blaming their white counterparts for something they were not personally a part of.
As Dr Martin Luther King said:
“Darkness cannot drive out darkness; only light can do that. Hate cannot drive out hate; only love can do that”.
We need to learn to love.
I don’t recall there being many other black students on my course – there can’t be a diversity problem if there isn’t any diversity, right? Regardless, I would not have believed it anyway. I would not be defined by other people’s perceptions of me and would let my work speak for itself. I left with a good honours (2:1), so what was the issue?
Justice
Black British teenager Stephen Lawrence was murdered before I went to university; I hadn’t really acknowledged what his death – or the lack of justice for it – meant. Whilst the term ‘institutional racism’ had been coined, it didn’t resonate with me and was something that just happened within the police force, right? If I didn’t get into trouble with the law then what difference would it have made to me?
But following the death of George Floyd in 2020, the Black Lives Matter campaign hasn’t been able to stop the murder of black people by the police and equality, diversity and inclusion training hasn’t stopped random stop and search initiatives targeting more black people. We are more conscious of these things and need now, more than ever, to be part of the culture of change.
History
History isn’t necessarily as long ago as we think. Slavery did not end with the Act for the Abolition of the Slave Trade in 1807, it continues today and may no longer be based on the colour of people’s skin, but is still very much about people believing they are superior towards another set of people. It is called oppression.
Apartheid, the civil rights movement, the Ku Klux Klan, lynchings, the wrongful imprisonment and death on those fighting for equality – these atrocities are based on the belief of being better than another set of people.
The great Nelson Mandela said:
“No one is born hating another person because of the colour of his skin, or his background, or his religion. People must learn to hate…”
History takes a long time to change…taking the knee in football games won’t bring back George Floyd, Mark Duggan, Stephen Lawrence or the hundreds of other black lives lost at the hands of white people and police; many of whom have never been held to account for their actions. Taking the knee won’t erase the decades of scores of people wrongfully imprisoned, and it won’t remove the stain of slavery from history. I think actions like these do very little to address such issues …but what else does?
Most importantly, Mandela’s quote continues, reminding us:
“…and if they can learn to hate, they can be taught to love, for love comes more naturally to the human heart than its opposite.”
That’s why I think it’s important to acknowledge black history and continue to work in collaboration as a society. Whilst we can’t erase the atrocities of the past, we can build a better future, together.
I am proud to be black and to be able to reflect on some amazing role models throughout history that have carved a path for me and others like me. Rosa Parks is inspirational, being sick and tired of being sick and tired and taking action to address this, regardless of the personal consequences (Rosa along with the Suffragettes and Martin Luther King Jr are reasons I always vote – they didn’t have a chance but fought for me to be afforded the opportunity!). Nelson Mandela, Barack Obama, Lewis Hamilton, Oprah Winfrey and so many more.
Moving forward – what can we do?
While it is no longer right to suggest that people of colour should be colour-blind as I had been in my past, there is an issue to be acknowledged, and it’s not just within the police force.
Within the world of academia we can start to challenge previously held values and positively attempt to de-colonise the curriculum and institutional norms. We can challenge the status quo and show leadership by respecting alternative perspectives and embedding them within our learning and teaching.
Anonymous marking does not mitigate BAME students being adversely affected in the unexplained/unexplainable grade differences. There are so many occasions where black people are disproportionately affected – underrepresented in positions of authority, overrepresented in mental health statistics, suicides, in prisons, in police deaths.
I ask that collectively we continue to challenge things that we can change. My plea is that you contribute in a way that is comfortable for you. Continue to ask about attainment gaps and the institution’s response, about decolonising the curriculum, about the recruitment and progression of black staff. I ask that students engage with their local Students’ Association and become Student Voice Reps and stand in the elections and engage in sports teams and societies.
“If you can see it, you can be it”and I’m here to hopefully show that it may take some time but there is and will always be a place for us if we keep pushing. And if you can’t see it, I ask you find the strength to forge your own path and to push yourself to achieve – for your own sake but also remembering that there are others admiring you from afar.
I hope you have an enjoyable Black History Month and beyond.
Your Students’ Association offers UHI students the opportunity to join Student Networks that provide a nurturing environment where individuals with diverse backgrounds and interests can come together to celebrate their unique identities and experiences. They offer a safe space for students to explore their passions, values, and cultural heritage. Click here to find out what networks are available.
World Mental Health Day, celebrated every year on 10 October, aims to raise awareness of mental health and driving positive change for everyone’s mental wellbeing. We caught up with Lorna Ferguson, UHI’s Regional Mental Health and Wellbeing Co-ordinator, who explained the support available to students.
Lorna Ferguson, Regional Mental Health and Wellbeing Co-ordinator at UHI.
World Mental Health Day is an opportunity to talk about mental health and the importance of looking after it. We also use it as a chance to remind people of the importance of seeking help if they are struggling.
This year’s theme is ‘mental health is a universal human right’. Here at UHI, we want to ensure that our mental health services are available to all by developing and offering a range of support options, that will help guide you during what can be one of the most challenging periods of your lives.
Whether you are a returning student or starting your first year with us, it is important that you are aware of the support available to you, right here at UHI, as mental health can affect us all, and knowing where to turn for support can seem daunting.
What support does UHI offer?
There is no ‘one size fits all’ approach to mental health; what works for one person may not work for others, so there are a range of options that you can access, based on your needs and preferences including:
Counselling:
A safe and confidential space to discuss issues with a supportive and qualified professional. Sessions can take place online, face to face, via email or webchat.
24/7, 365 days a year support for mental health, ranging from crisis support telephone lines to online resources for all aspects of health and wellbeing.
I’m Amanda, the Sports Development Coordinator with Your Students’ Association. Last month, I played floorball for Team Scotland at the EuroGames in Bern, Switzerland, bringing home a bronze medal!
Originating in Sweden, floorball is a fast growing stick sport similar to hockey. Very popular in Scandinavian countries and Eastern Europe, the sport is gathering popularity in Scotland with teams all over the country competing in the Scottish Floorball League each year.
I live in Perth and play for the local team, Perth Parrots – Scotland’s first LGBT+ friendly floorball team. As well as focusing on player development in terms of training, the club provides a hub for Perthshire’s LGBT+ community, running a variety of free and heavily subsidised activities and social events such as paddleboarding, climbing and an annual Eurovision party.
Starting in 1986, the EuroGames is the largest LGBT+ multisports tournament in Europe, with teams and athletes from all over the world competing. Cities bid to host the games and the hosting city for this year was the beautiful Bern in Switzerland. Thousands of international LGBT+ athletes took over the city for four days for the games.
Usually, floorball is played with five outfield players and a goalie, however, the format at the EuroGames was three outfield players and a goalie, which required much more speed and stamina that we were used to. We trained hard as a team for months before the tournament day.
Arriving in Switzerland, we marched as a team as part of the EuroGames opening ceremony, celebrating with the many other athletes from different countries. I was interviewed for a Swiss news channel and there were plenty of British Embassy events for us to attend.
The tournament itself was an extremely intense day – Team Scotland had seven matches and potentially the playoffs. As we whizzed through the matches with great scores, the playoffs were looking more and more likely for us, but we were still in disbelief when it was announced that we would be playing Norway in the bronze medal match.
Scotland put on an absolute incredible performance, winning the match 7-1. As the underdogs going into the competition, words can’t explain how much it meant winning the bronze medal and doing it with such amazing teammates/ friends made it all the more special.
After coming home, we were straight back into training and we’ve got big plans for the EuroGames next year. Bring on Vienna 2024!
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