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My project examines three British elite girls’ schools—St Leonards in St Andrews (1877), Roedean (1885), and Wycombe Abbey (1896)—to assess the impact of elite schooling for girls on the development of British elites and the formation of female identities between 1870 and 1920. The schools were established in the late Victorian era and were modelled after elite boys’ schools like Eton. I will take an interdisciplinary approach, using social sciences methods—theories of sociology of education and sociology of elites, and social networks analysis tools such as statistical software—to analyse the schools’ archival sources.
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My doctoral research examines how archaeological landscapes and Celtic symbols were used to shape Irish identity in Union Ireland (1801–1922). I focus on three areas: the agency of marginalised groups such as women, travellers, and the rural poor in influencing narratives through oral traditions; the roles of antiquarians, nationalists, and British travel writers in interpreting and appropriating archaeology; and the impact of modernisation and mobility on these interactions. By using archival sources, material culture along with feminist, postcolonial, and landscape theory, I aim to reveal how competing interpretations of heritage created a fractured and competing vision of Ireland’s past.
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