Dr Jensz’s Benjamin Meaker Visit: International collaboration and talks of war propaganda

This blogpost was authored by Dr Felicity Jensz, who is a colonial historian at the University of Münster, Germany. Dr Jensz visited the University of Bristol as a Benjamin Meaker Distinguished Visiting Professor in February 2025 to collaborate with Professor Hilary Carey in the Department of History. 

The week that I arrived in Bristol to take up my Bristol Benjamin Meaker Distinguished Visiting Professorship, the weather was bleak and more conducive to indoor activities than exploring new cities. Bristol had other ideas of me and the Light Festival drew me into the city to explore the streets and sights of the city that would be my home for a month. As a colonial historian with a focus on religious movements, Bristol offered me many opportunities to see where and how history was made publicly evident, such as in the cathedral and in the museums of Bristol. The physical exploration of the city and the broadening of my geographical horizons complimented my intellectual journey that involved both listening and lecturing within the School of Humanities.  

One of the motivating reasons to apply for the fellowship was to allow for prolonged and frequent conversations with my host, Professor Hilary Carey, in our development of a large funding application. In my first week at Bristol, I accompanied Hilary to a Faculty grant writing work shed, where in-depth conversations with both grant facilitators as well as successful grant applicants allowed for the development of the grant framework and constructive feedback for our initial ideas. It was inspiring to hear of innovative and critically important research projects that were in the final stages of grant appraisal as well as to observe the process of project consolidation. Our own funding application process benefited greatly from this workshop at the beginning of my time in Bristol, with ideas further fleshed out and discussed on walks in the English countryside and a weekend trip to Stonehenge; the Neolithic landscape a pertinent reminded of the enduringness of different forms of history. Conversations with Kenneth Austin, Head of the History Department, and also with Sumita Mukherjee (History) and Florian Stadtler (English) provided further opportunities to discuss future grant ideas. 

One of the most enjoyable aspects of being a fellow was to hear about people’s research in both structured lectures, of which I attended a variety, as well as more informally in conversations over coffee or dinner in wonderful places, such as: a café attached to one of the UK’s oldest outdoor swimming pools (Bristol Lido); or, in the café of the Bristol Museum & Art Gallery, where a mummified kitten left a lasting impression. I really enjoyed giving a lecture to the School of Humanities on reports from German women deported from the German colony of Cameroon during the First World War. These fascinating first-hand reports open up a new perspective as how women navigated war and how their stories were used for German war propaganda. Discussing my paper with Africanists, WWI specialists, religious historians, and feminist scholars was inspiring and will improve the subsequent article, which back in Münster, I am still trying to find time to finalize.  

Being in Bristol opened up different views on the world and provided me time to finish writing other research papers with the help of the humanities library at Bristol.  One research article has since been accepted by The Journal of Commonwealth and Imperial History, an outcome that was facilitated through my time in Bristol. More generally, my time in Bristol provided many opportunities for collegial and insightful conversations, walks in the countryside, and for the generation of new ideas. The depths of winter may be now past, but the lights and inspiration from Bristol remain with me, and provide continuing impetus for the grant application being prepared.

Portrait photograph of Felicity Jensz standing outside and holding up her Bristol University visitor pass. She is smiling.
Dr Felicity Jensz

Going back to the classroom: Dr Chorney’s collaboration to further explore expertise

This blogpost was authored by Dr Sean Chorney, who is an Associate Professor in mathematics education at Simon Fraser University, Canada. Dr Chorney visited the University of Bristol as a Next Generation Visiting Researcher in Spring 2024 to collaborate with Dr Tracy Helliwell in the School of Education. 

I came to the University of Bristol, hosted by the ‘Next Generation’ Visiting Researcher Programme, to spend some time with Tracy Helliwell in March 2024. Tracy and I have always been drawn together because of our similar histories. Both of us taught secondary school mathematics for an extended number of years (22 years for me, 14 years for Tracy) before entering academia. Because of that experience, we both feel that we have a lot to offer preservice teachers, but we find it intriguing to question what we are, in fact, offering beyond our own previous experiences. Our interest is in mathematics teacher educator expertise; however, of course, what is expertise, how is it formed, and where does it reveal itself? 

During one of our many conversations, we came up with a plan to return to secondary school to teach for a few weeks to see if there had been a change in how we teach in secondary school. It had been about 10 years since I had been out of the classroom, and it was about the same amount of time for Tracy. Much of the research in mathematics teacher educator expertise has been conducted in classrooms with preservice teachers at the university, so going back to the classroom seemed like an unusual place to explore mathematics teacher educator expertise. However, we conjectured that in what and how we planned, an expertise that we might be able to identify would emerge in this different context.

To prepare for returning to classrooms, Tracy and I visited a secondary school together and observed five different mathematics classes. We were particularly interested in the teachers and what they offered their students. Tracy and I had a great time discussing what we saw in each classroom. Since I left Bristol, Tracy and I have both taught multiple lessons in secondary school and are currently preparing a journal article based on our learning and thinking about expertise in that situation.  

I thoroughly enjoyed the community at Bristol. I presented three talks, and each time, many from the education department came, not necessarily in mathematics education, but interested in what my mathematics education research was about. One of my talks was about how Canadian teachers are asked to Indigenize mathematics for their students. While all three talks generated good conversations, the challenge for teachers in Canada was particularly inspirational, and many were drawn to the challenges and the possibilities.  

Sean Chorney standing beside his presentation slide on on "Exploring the social world through mathematic".
Dr Chorney’s presentation on ‘Exploring the social world through mathematics’ was part of the Centre for Teaching, Learning and Curriculum’s seminar series ‘Bristol Conversations’ (example shown relates to political districting)

One of the most important lessons that I learned in coming to Bristol and spending time with Tracy was just how important it is to simply have conversations and share ideas. I found each conversation invaluable, and their impact lasts still. Without these kinds of opportunities, things are just busy, and I find it very difficult to engage in rich conversations. So, this was a wonderful experience for me, and I felt extremely lucky to have had the opportunity to sit, talk, read, and write alongside Tracy and the community in the Education Department at Bristol University. I’m extremely grateful.

Photo of Tracy Helliwell and Sean Chorney standing outside smiling in the sun

Tracy and I presented some of our work on mathematics teacher educator expertise at the 15th International Congress on Mathematics Education in Sydney in July 2024: https://icme15.org/