Posthumanism and higher education: reimagining pedagogy, practice and research carol a. taylor - The
Posthumanism and Higher Education: Reimagining Pedagogy, Practice and Research Carol A. Taylor
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Towards a Philosophy of Caring in Higher Education
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Doing
Forward-ing
Tinking together
Undoing and rethinking collectively MOVING-ING and LOOK-ING forward with an unlimited number of questions MAYBE-ing FUTURE-ing RELATE-ing
It is possible that a posthuman Forward to a posthuman book—rather than a Foreword—could be nothing but a human. Maybe a Forward of this kind functions as a human-initiated move promoting textual interchanges and shifting related matter while at the same time inviting, acknowledging, and relating to the plants, animals, viruses, and machines surrounding us. After all, it is not that posthumanism rejects the role of human but for many it questions certain independent and autonomous conceptions of the human and humanity.
Forward-ing the posthuman could also draw attention to the complex and relational subjects shaped by the life beyond the self. Braidotti (2013: 66) proposed that posthuman theory ‘strikes an alliance with the
productive and immanent force of zoe, or life in its non-human aspects.’ Te authors in this book take on the challenging task to engage with life’s human and non-human forms and to rethink the status of human while being inspired by the complexity of human and non-human relations, creativity, and imagination. What kind of movement might happen when book, text, dialogue and subject intra-act and relate? What directions might forward-ing take? How might the relations in this book contribute to and stimulate radical transformations, some of which might be multidimensional and moving fast others, while others might be stuttering in their collective mattering and slow singularities. However this happens, these (textual) directions are never independent from other texts, relations, and matter. Maybe some of these transformations and directions take the form of inquiries, prompted by a variety of productive and generative questions including those about the future subjects and becomings of posthuman relations in higher education pedagogy, practice or policy. Such directions may provoke questions of possibility, anticipation, visioning, meeting, becoming, belonging, or perhaps fear, doubt, or worry, and more.
According to Braidotti (2013) critical posthumanist subjects function within eco-philosophies, multiplicities, and diferentiation. Inter-connectedness between self and other transposes hybridity. Te politics of life itself call for collaborative morality. Human and posthuman practices have co-existed alongside each other as long as humans have populated the earth and now at the time of this newly yet historical posthuman moment scholars need to caution against inhuman(e) ethics which could jeopardize productive inter-connectedness. While human-centered education has dominated the majority of educational discourses and practices one might also argue that relational learning and adaptation across species have existed far before the human cognition, awareness, and knowledges centered by Enlightenment and colonizing educational discourses and technologies. Tis predominant focus on scholarly and educational practices of the human has been a convenient yet rather selfsh choice since humans have always lived in complex ecosystems and relational universes. So, like Braidotti (2013), one might ask how do we know this (and that) humanness in us, how have we come to recognize ourselves as human and who/how is human after all?
How do we constitute and practice our human-ness?
How do we (human and non-human) constitute and practice hu man-ness?
How do we (human and non-human) constitute and practice non -human-ness?
Posthumanism in higher educati on forms an interesting paradox to think and do with. Oftentimes higher education functions as aparticular spacetime for education: educating longer, deeper, at higher levels, and within particular contexts. Yet, higher education, as an y education, is deeply rooted in the practice of educating the student, situated within power-knowledges, shaping representations of human civilization, and systems of life-long learning. Is it possible to divorce human practices from its educative goals? How would posthuman higher education and pedagogies feel like? How could posthuman pedagogies be lived and contextualized?
How might education change when humanism is no longer taken for gran ted?
Many of us have come to know posthumanism as a rather complex and diferentiating scholarly and theoretical orientation, which often cuts across disciplines and phenomena. Connectedness of all kinds, including ecological events, subject-objects, onto-epistemologies, matter-minds, ani-humans, ofer alternative ways to think about the
presence and/or role of human, human knower, and human activities within complex conditions of humanity at large (see Braidotti and Hjavalova 2018; Braidotti 2013). Connected lives, shifting and eventful worlds, call for diferent kinds of techniques of practice and inquiry. Singularity and privilege of human experience, experiential logic, and limited systems perspectives can be replaced with inter-species multiplicity, situationality, and continuous (becoming) variation and generative diference. A becoming perspective of inter-relatedness disrupts the dominance, independence, agency, and privilege of ‘human’ as the only point of signifcance and mattering in the world.
In this book the authors have taken on the (im)possible task of de/re/ unworking humanism in higher education. Tey use a variety of techniques to undo deeply internalized practices of human-centered learning and education. By doing so the authors illustrate how posthumanism could be lived and assembled within contradictory, paradoxical, damaging and even absurd educational spaces. Minor gestures, afects, senses, and unexpected material connections emerge within diferent chapters of this book. However, this emergence of minor gestures and particularities call for careful noticing. Tsing (2015) referred to the art of noticing— noticing assemblages, synched and un-synched rhythms, polyphony, and various world-making processes around us (both human and non-human). In this book, the authors are actively noticing and world-making posthumanism and posthuman practices across unpredictable higher education contexts, becomings and uncertain time-spaces. According to Tsing (2015: 20) precarity makes life possible and it ‘is the condition of being vulnerable to others. Unpredictable encounters transform us; we are not in control, even of ourselves … we are thrown into shifting assemblages, which remake us as well as our others … everything is in fux, including our ability to survive’. Making worlds collectively sometimes helps humans to look around rather than ahead. Making worlds happens beyond the humans and within the ecological systems where every organism has potential to operate as a change agent—‘patterns of unintentional coordination develop in assemblages. To notice such patterns means watching the interplay of temporal rhythms and scale in the divergent lifeways they gather’ (Tsing 2015: 23).
Furthermore, the chapters in this book address and work through various troubles. Haraway’s (2016) call to stay with the trouble ofers intriguing and ecologically oriented positioning: ‘Staying with the trouble requires learning to be truly present, not as a vanishing pivot between awful or edenic pasts and apocalyptic or salvifc futures but as mortal critters entwined in myriad unfnished confgurations of places, times, matters, and meanings’ (Haraway 2016: 1). Te ubiquitous fgure of SF (science fction, speculative fabulation, string fgures and more) functions as a process and practice for Haraway to speak simultaneously to the ongoingness of staying on with the trouble and exercising response-ability. For Haraway (2016: 39), ‘it matters what thoughts think thoughts; it matters what stories tell stories’. Narrated partiality connects and unites thoughts, practices, and theories. Moreover, tentacular thinking challenges linearity as it patterns and utilizes attachments and detachments, cuts and knots, and weaved paths. SF, she says, ‘is storytelling and fact telling; it is the patterning of possible worlds and possible times’ (Haraway 2016: 31). Posthuman response-ability cannot avoid risks when compos(t)ing possible common worlds since it aims to trouble visual clarity as the only sense and afect of thinking.
How could SF be put to work to trace the demise of human centered thinking? According to Braidotti (2013) posthuman theory can be a productive tool to re-think human as a unit of reference. She says: ‘Te human in Humanism is neither an ideal nor an objective statistical average or middle ground. It rather spells out a systematized standard of recognizability—of Sameness—by which all others can be assessed, regulated and allotted to a designated social location’ (Braidotti 2013: 26). Furthermore, the concept and practice of human are normative conventions. For Braidotti, both human and non-human matter are intelligent and self-organizing. When thinking about the role of objects, Wiegman (2012) emphasized the idea that objects do not only matter because of what we want from them or how they constitute our worlds. Rather, Wiegman argued, that objects matter because humans would not know what we would be without them. Matter of all kind is continuous with culture, not opposed to it. For example, machines and viruses are intelligent and self-organizing consistently interacting with human
Forward-ing and beyond human ecosystems and its parts. Interconnections between human and non-human actors produce new and unexpected subjectivities. ‘Eco-philosophy of multiple belongings’ (Wiegman 2012: 49) generates hybrid subject multiplicities that work across diferences and through diferentiations in ways which efect moving and forward-ing from unitary to nomadic and collective subjectivities. Non-human and earth others expand the life and its dimensions.
How do scissors sound? What do they do more than cut? How might humbling and empowering pedagogy work with animals? How could weather-bodies of human and non-human engage in collective pedagogical practices?
How and when might difracted autoethnography leave its cultural traces behind? Can difractive readings of oneself include more than human ecologies?
How might dramatic writings concerned with anthropogenic climate change, theatrical performance and spaces of learning activate the traces and processes of becoming-with?
How do we teach posthuman qualitative inquiry to students of the future? How are we creating qualitative inquiry pedagogies with our abilit y(s) to respond?
How might one go about affirmativel y countering the neoliberalism-induced crisis in education through experimentations with various posthuman and new materialist theories with companion species, and the Harawayan-Baradian methodology of diffraction in particular?
What can slow science do to the lives of our co-species?
How does slow becoming of a posthuman ‘playper’ in which forms of writing are intertwined, and structure, layout and grammatical positioning assist the innovative productions of knowledge without yielding to the narrow perspective of the corporate university?
What can minor inquiry do to big data science and digitization of both human and non-human experience? What good comes out of disruption if humans and qualitative scholars are in the middle of ecological mess to begin with? What are some possibilities of the temporality of emergency when one stays with the trouble?
Too often essentializing human-centered inquiry practices and human desire for answers are treated as verifable truths exempt from critique (see, for example, Dynarski 2008; Slavin 2004). Posthuman scholars could carefully ponder what might posthumanism and its various assemblages want. What might a posthuman question want? (see also Koro-Ljungberg and Barko 2012). How could collective, ecological, and more-than-human questions facilitate our goal for deeper acknowledgement of non-human and more-than-human forces, energies, and infuences? How, then, might posthuman scholars ask diferent questions and ask questions diferently?
How might creative arts help students to develop an awareness of entanglement?
How might teaching journeys, artistic and ‘disruptive’ pedagogies and rhizomatic emergences, cross-disciplinary approaches to traditional academic teacher education pathways be re-imagined within and through posthumanism?
How might literature help scholars to move from a rejection of humanist abstraction towards a posthuman framing?
How might student, teacher, parent, companion, and animal bodies function as transformers and relay points for the fow of energies?
Tese questions require a mutation of our (pre-)shaped understanding of what it means to think at all, let alone thing critically. Furthermore, if/when posthuman theory and vital materialism strike ‘an alliance with the productive and immanent force of zoe, or life in its non-human
aspects’ (Braidotti 2013: 66), then surely new imaginaries, afective ties, and new vocabulary ensue? And perhaps then de-familiarization might assist to establish ‘the open-ended, inter-relational, multi-sexed and trans-species fows of becoming through interaction with multiple others’ (Braidotti 2013: 89) that a posthuman higher education reaches for. We may then want to consider how methodological building blocks to promote inter-relationality—such as cartographies and maps, trans-disciplinarity, creative critique, imaginative forms of de-familiarization— help us consider the question: ‘what would a geo-centered subject look like?’ (Braidotti 2013: 81).
Could we be inspired by playfully reveling in the decentralization of the anthro- within the auto- of autoethnography? How might we take up language and the power being granted to it in the ways which would address the inter-relatedness between species? What if the shared and divergent spaces between indigenous and new materialist approaches would challenge (neo-)colonial logics and relationships, as well as enhance commensurate commitments and projects? What if ‘Settler Re-Education’ would be taught to all students?
What if the slow and uneasy assemblage, comprising images, media articles and reported responses to scandals, deterritorialize qualitative research practice and allow for an interrogation of how afect mobilizes in the form of gendered violence? How might vital materialism work?
Posing posthuman questions and questions about posthumanism does not need to exemplify current practices of human organization of knowledge. Instead, these inquiries could be driven by diverging compositions, movement, rest, speed, and slowness including both human and more-than-human forces and matter. Questioning why, how, and what infuences posthuman relationalities might serve as one productive way of forward-ing inquiry. Maybe readers of this book could live
posthumanism and various forms of posthuman questioning in their higher education becomings while deciding together with multiple companion species what is capable of becoming. Braidotti (2013: 195) says that posthumanism ‘is a chance to identity opportunities for resistance and empowerment on a planetary scale’. While living the questions, identifying opportunities, and staying with the confusions, uncertainties and troublings, where might posthuman assemblages and lives move next?
Tempe, USA
December 2018 Mirka Koro-Ljungberg
References
Mary Lou Fulton Teachers College
Arizona State University
Braidotti, R. (2013). Te posthuman. Malden, MA: Polity Press.
Braidotti, R., & Hjavalova, M. (2018). Posthuman glossary. London: Bloomsbury Academic.
Dynarski, M. (2008). Comments on Slavin: Bringing answers to educators: Guiding principles for research syntheses. Educational Researcher, 37(1), 27–29.
Haraway, D. J. (2016). Staying with the trouble: Making kin in the Chthulucene. Durham, NC: Duke University Press.
Koro-Ljungberg, M., & Barko, T. (2012). “Answers”, assemblages, and qualitative research. Qualitative Inquiry, 18(3), 256–265.
Slavin, R. (2004). Education research can and must address “what works” questions. Educational Researcher, 33(1), 27–28.
Tsing, A. (2015). Te mushroom at the end of the world. Princeton: Princeton University Press.
Wiegman, R. (2012). Object lessons. Durham: Duke University Press.
Mirka Koro-Ljungberg (Ph.D., University of Helsinki) is a Professor of qualitative research at the Arizona State University. Her scholarship operates in the intersection of methodology, philosophy, and socio-cultural critique and her work aims to contribute to methodological knowledge, experimentation, and theoretical development across various traditions associated with qualitative research. She has published in various qualitative and educational journals and she is the author of Reconceptualizing Qualitative Research: Methodologies Without Methodology (2016) published by SAGE and co-editor of Disrupting Data in Qualitative Inquiry: Entanglements with the Post-Critical and PostAnthropocentric (2017) by Peter Lang.
Acknowledgements
Our deep and wide thanks go to each contributor for engaging with us so collaboratively and generatively to materialise this book. Your tenaciousness, joy and good humour in craft-ing, draft-ing, making and amending your chapters helped us, as editors, to both pause and attend to what really matters for each of us in our writing and to push on with the book in a timely manner. Te care-full attention to detail, and the ethic of response-ability with which you participated in the peer reviewing process, was a keen reminder, too, that writing is never simply about craft or practical skills but is a fesh and blood, mindheartspirit endeavour of time, energy and attention and that we all become more capable through acts of generosity. We appreciate your involvement in the inventive work of connection—in the imaginative work of making trouble—that posthuman endeavours should and must pose to higher education pedagogy, practice and research. Tank you to our editors Eleanor and Rebecca at Palgrave Macmillan for dealing with our queries promptly and making it easy to navigate
the production process. Tanks to our families, friends and furry ones for their love and support during this process. Tanks also to each other for the companionable journey.
January 2019
Carol A. Taylor Annouchka Bayley
20 Response-Able (Peer) Reviewing Matters in Higher Education: A Manifesto
Vivienne Bozalek, Michalinos Zembylas and Tamara Shefer
21 How Did ‘We’ Become Human in the First Place? Entanglements of Posthumanism and Critical Pedagogy for the Twenty-First Century
Annouchka Bayley
Notes on Contributors
David Aguayo, M.Ed. is a doctoral candidate in the Educational Leadership and Policy Analysis Department at the University of Missouri. David’s research interests encompass community-schooluniversity collaboration, with an emphasis on local educational policy-making and leadership. David is co-founder and Assistant Director in a grassroots movement, Worley Street Roundtable (www.worleystreetroundtable.org) which aims to create educational collaboration across families, schools, communities, and universities for the betterment of underserved children in Columbia, Missouri. David has co-authored Assessing Spanish-Speaking Immigrant Parents’ Perceptions of Climate at a New Language Immersion School: A Critical Analysis Using ‘Tinking with Teory’ (2017, with Lisa Dorner) and Counselors as Leaders Who Advocate for Undocumented Students’ Education (2017, with Emily Crawford and Fernando Valle). Journals in which his scholarship appears include Education Policy Analysis Archives, Journal of Research in Leadership Education, and Research in Education.
Sonja Arndt is a Senior Lecturer in the Faculty of Education at the University of Waikato, New Zealand. Her teaching and research interests intersect early childhood education, intercultural connectedness and
cultural Otherness in education and philosophy of education. She has developed a strong interest in Kristevan philosophical conceptions of the subject, has published widely in this area, and her doctoral thesis on this topic has won multiple awards.
Annouchka Bayley (B.A. Hons. SOAS; MRes Warwick; Ph.D. Warwick) is a scholar working in posthumanism, performance studies and higher education. She has published several works, including her new monograph Posthuman Pedagogies in Practice: Arts-Based Approaches to Developing Participatory Futures (Palgrave, 2018), commissioned and edited several special issues. Annouchka is programme lead and tutor in creative education at the Royal College of Art (UK). In 2014 she won the Warwick Award for Teaching Excellence. She is also an Emerging Director with the Royal Shakespeare Company.
Jesse Bazzul is Associate Professor of Science and Environmental Education at the University of Regina, Canada. He believes imaginative work in education is needed more than ever to fnd new collective ways of living together.
Cara Borcherds is a PGCE in Foundation Phase Graduate from the School of Education, University of Cape Town. With a background in the Fine Arts, online marketing and business management (currently Managing Director of a small niche tourism business in Papua New Guinea, Scuba Ventures—Kavieng. www.scubakavieng.com), her teaching practice is grounded in an embodied and aesthetic philosophy. Cara makes extensive use of the arts as a bridge to thinking, expression, social interaction and making meaning in hers and others learning. She plans to embark on a full time career as teacher and to continue exploring and developing the use of the technical image/digital media and augmented reality in her own and others pedagogical documentation.
Vivienne Bozalek is a Professor of Social Work and the Director of Teaching and Learning at the University of the Western Cape. She holds a Ph.D. from Utrecht University. Her research interests and publications include the political ethics of care and social justice, posthumanism and feminist new materialisms, innovative pedagogical practices in higher education, and post-qualitative and participatory methodologies.
Her most recent co-edited books include Teorising Learning to Teach in Higher Education with Brenda Leibowitz and Peter Kahn and Socially Just Pedagogies: Posthumanist, Feminist and Materialist Perspectives in Higher Education with Rosi Braidotti, Tamara Shefer and Michalinos Zembylas.
Susan Cannon is a Ph.D. candidate in the Department of Middle/ Secondary Education at Georgia State University. She works and thinks across the boundaries of mathematics education, qualitative inquiry, and teacher education.
Dr. Jennifer Charteris is Senior Lecturer in Pedagogy in the University of New England. Jennifer’s research interests span identity and subject formation, student voice, assessment for learning, and the politics of teacher education and professional learning. She is interested in how theories of afect and materiality can be used to inform education research.
Laura Colucci-Gray is Senior Lecturer in Science and Sustainability Education and Strategic coordination of STEM and STEAM pedagogies in teacher education at the University of Edinburgh. She is an educationalist and science education researcher with experience of interactive and participatory pedagogies for understanding complex, socio-environmental issues. Recent areas of interests include school garden pedagogies, arts-based approaches in outdoor learning and the study of interdisciplinary practices such as STEAM (the addition of the Arts to STEM), within the wider framework of learning for sustainability.
Carolyn Cooke is currently completing a Ph.D. at Edinburgh University exploring music student teachers’ experiences of improvisation as a radical apparatus for troubling enlightenment epistemology. Having worked as a music teacher in secondary schools, and more recently as a lecturer both in music and generic education course, she has developed interests in student teacher learning and arts-based pedagogies, as well as writing on musical learning behaviours, music curricula issues, and inclusion.
Evelien Geerts is a Ph.D. candidate in Feminist Studies with a designated emphasis in History of Consciousness at the University of
California, Santa Cruz, and an afliated researcher at the Institute for Cultural Inquiry at Utrecht University. She previously studied at Utrecht University (research M.A. Gender and Ethnicity Studies) and Antwerp University (M.A. Philosophy) and works on the crossroads of Continental philosophy and contemporary feminist theory. Her research interests include feminist new materialisms, political philosophy, diference philosophies, and critical and difractive pedagogies. She has published in Women’s Studies International Forum, Rhizomes: Cultural Studies in Emerging Knowledge, and Angelaki: Journal of Teoretical Humanities, and is an editor of the Dutch journal Tijdschrift voor Genderstudies.
Lesley Gourlay is a Professor of Education at UCL Institute of Education. Her background is in Applied Linguistics, and her current interests include academic literacies, multimodality and digital mediation in higher education, focusing on meaning-making, textual practices, digital literacies. Her recent publications have focused on the relationships between sociomaterial perspectives, posthuman theory and practices in higher education, with an emphasis on the role of textuality and meaning-making. She is a member of the Executive Editorial Board of the journal Teaching in Higher Education.
Clare Hammoor is a theatre practitioner obsessed with objectoriented ontologies, clowning, and creating joyful, Absurd theatre with children (and everything else). Equally committed to the possibilities of justice and philosophy, Clare collaborates with men and women who live the realities of the US’s system of mass incarceration. Clare holds an Ed.D. from New York University and her work has appeared in international journals and conferences including Body, Space, Technology and Performance Philosophy.
Courtney Hartnett is a Ph.D. student in the Early Childhood and Elementary Education Department at Georgia State University. Her research interests include new media literacies and posthuman theories.
Dr. Amanda Hatton, Ph.D. is currently a Senior Lecturer in Childhood Studies at Shefeld Hallam University. She previously worked for a local authority for over 25 years in a number of roles
with children and young people across primary and secondary settings. Amanda worked as Education Social Worker; case holder for the youth ofending service; as project manager for a range of literacy projects providing support for young people excluded from school; young ofenders and young people in care and family literacy projects in the early years. Following this she worked as a Senior staf development ofcer in a safeguarding children’s training team, delivering multi-agency training, including early years statutory and voluntary provision. Research for her doctoral thesis was based on the participation of children and young people, using creative arts and methods, from which she developed a model of participative practice.
Sarah Hepler is a Ph.D. student in the Department of Learning Technologies and a Learning Ecologist in the Center for Excellence in Teaching and Learning at Georgia State University, USA. Her course of study has focused on poststructural approaches to higher education.
Marc Higgins is an Assistant Professor in the Department of Secondary Education at the University of Alberta and is afliated with the Faculty of Education’s Aboriginal Teacher Education Program (ATEP). His research labours the methodological space within and between Indigenous, post-structural and post-humanist theories in order to (re)think and practice education which works to ethically respond to contested ways-of-knowing (i.e. epistemology) and ways-of-being (i.e. ontology) such as Indigenous science or ways-of-living-with-Nature.
Nina Johannesen is an Associate Professor of Early Childhood Education at Østfold University College (ØUC), Norway. Johannesen and her colleagues have developed a Master’s Program in Early Childhood Studies (0–3 years). Her lectures and research have progressed, with a particular interest in children under the age of three years. Dr. Johannesen is working through ethics as a frst philosophy to challenge the understanding of young children and their position in society and pedagogical institutions.
Jeannie Kerr is a researcher and educator concerned with understanding the ways that programs of teacher education can prepare future
educators to engage complexity, uncertainty and diversity so as to address local and global inequities that form part of working in education. Her academic work is committed to decolonial theory and practice in education; addressing the material-discursive inequalities in educational settings; and collaboratively repairing and renewing relations in Canadian society. Dr. Kerr engages in her work as a Settler-Scholar on Treaty 1 territory, the traditional territory of the Anishnabeg, Cree, OjiCree, Dakota and Dene peoples, and homeland of the Métis nation, at the University of Winnipeg.
Candace R. Kuby, Ph.D. is an Associate Professor of early childhood education at the University of Missouri. Her research interests are twofold: (1) the ethico-onto-epistemologies of literacy desiring(s) when young children work with materials to create multimodal, digital, and hybrid texts; and (2) approaches to qualitative inquiry drawing upon poststructural and posthumanist theories and the teaching of qualitative inquiry. Candace has authored several books including Go Be a Writer!: Expanding the Curricular Boundaries of Literacy Learning (2016, Teachers College Press, with Tara Gutshall Rucker) and Disrupting Qualitative Inquiry: Possibilities and Tensions in Educational Research (2014, Peter Lang co-edited with Ruth Nicole Brown and Rozana Carducci). Journals in which her scholarship appears include Qualitative Inquiry; International Journal of Qualitative Studies in Education; Journal of Early Childhood Literacy; and Language Arts.
Ann Sof Larsen is an Associate Professor of Early Childhood Education at Østfold University College (ØUC), Norway. Dr. Larsen and her colleagues have developed a Master’s Program in Early Childhood Studies (0–3 years). Her lectures and research have progressed, with a particular interest in children under the age of three years. Dr. Larsen is working through continental philosophy in her studies of professions, searching for diverse ways to issue ethics in pedagogical institutions.
John Lupinacci is an Assistant Professor at Washington State University. He conducts research and teaches in the Cultural Studies and Social Tought in Education (CSSTE) program using an approach
that advocates for the development of scholar-activist educators. Dr. Lupinacci’s research focuses on how educators, educational leaders, and educational researchers learn to both identify and examine destructive habits of Western industrial human culture and how those habits are taught and learned in schools. He is a co-author of EcoJustice Education: Toward Diverse, Democratic, and Sustainable Communities (Routledge, 2015), and his experiences as a K-12 classroom teacher, an outdoor environmental educator, and a community activist-artist-scholar all contribute to his research, teaching, and development of projects open to the possibilities of how people can learn to live together in diverse, democratic, and sustainable communities.
Dr. Brooke Madden is an Assistant Professor within the Aboriginal Teacher Education Program and the Department of Educational Policy Studies at the University of Alberta. Brooke’s research focuses on the relationship between teacher identity and teacher education on the topics of Indigenous education and truth and reconciliation education. Brooke has also published on whiteness and decolonizing processes, school-based Indigenous education reform, and Indigenous and decolonizing research methodologies. She works to acknowledge both her Indigenous and settler ancestries in complex ways that acknowledge privilege and resist appropriation.
Karin Murris, Ph.D. is Professor of Pedagogy and Philosophy at the School of Education, University of Cape Town. Grounded in philosophy as an academic discipline, her main research interests are in early childhood education, literacies, school ethics, posthumanism, postqualitative research methods, and de/colonising pedagogies such as Philosophy with children and Reggio Emilia. She is Programme Convener of the PGCE Foundation phase, teaches Masters courses and supervises Ph.D. students. Karin is Principal Investigator of the Decolonising Early Childhood Discourses: Critical Posthumanism in Higher Education research project funded by the South African government for three years (2016–2018). Her books include: Teaching Philosophy with Picture Books (1992), Te Posthuman Child: Educational Transformation Trough Philosophy with Picturebooks (2016), and (with Joanna Haynes) Literacies, Literature and Learning: Reading Classrooms
Diferently (2018), Picturebooks, Pedagogy and Philosophy (2012) and Storywise: Tinking Trough Stories (2002). She is also co-editor of the Routledge International Handbook of Philosophy for Children (2017).
Dr. Adele Nye is a Senior Lecturer in the School of Education at the University of New England. Her research primarily focuses on Higher Education and the teaching of history. Adele’s most recent research output was a co-edited book Teaching the Discipline of History in an Age of Standards (2018).
Mette Røe Nyhus is an Associate Professor of Early Childhood Education at Østfold University College (ØUC), Norway. Nyhus and her colleagues have developed a Master’s Program in Early Childhood Studies (0–3 years). Nyhus is working through posthumanist theories with pedagogics and didactics concerning the youngest children in kindergarten.
Evelyn O’Malley is a Lecturer in Department of Drama at the University of Exeter. Her monograph Weathering Shakespeare is forthcoming with Bloomsbury Academic’s Environmental Cultures series.
Teri Peitso-Holbrook is an Associate Professor of literacy and language arts at Georgia State University. Her research—including text creation, analysis, and use—looks at how arts-infused and digital composition alters notions of literacy education, academic and literary writing, and qualitative inquiry.
johnmichael rossi, Ph.D. is a theatre-maker, educator and researcher. He is the current Programme Leader for the B.A. (Hons) Drama at University of Northampton (UK) where he is a Senior Lecturer in Acting and Drama. He is a co-convener for the Performance-asResearch Working Group for the International Federation of Teatre Research. He was the founding artistic director for newFangled theatReR (Brooklyn, NY) which has produced his plays, published in Play’N AmerikA: a pair of playz and gentlefucknation: a beautifcation. He is the former Education Director for Women’s Project (NYC) and was a member of the Vital Teatre Company’s education team that formed and developed Brooklyn Teatre Arts High School.
Ninni Sandvik is a Professor of Early Childhood Education at Østfold University College (ØUC), Norway. Professor Sandvik and her colleagues have developed a Master’s Program in Early Childhood Studies (0–3 years). She has a particular interest in children under the age of three years. Professor Sandvik is working through posthumanist theories with pedagogics and didactics concerning the youngest children in kindergarten.
Tamara Shefer is Professor in Women’s and Gender Studies, Faculty of Arts, at the University of the Western Cape. Her research is directed towards intersectional gender and sexual justice, including research on young sexual practices, masculinities, memory and apartheid, gender and care, social justice, decolonial and feminist pedagogies and research in higher education. Her most recent edited books are Engaging Youth in Activist Research and Pedagogical Praxis: Transnational and Intersectional Perspectives on Gender, Sex, and Race (2018, with Jef Hearn, Kopano Ratele and Floretta Boonzaier) and Socially Just Pedagogies in Higher Education: Critical Posthumanist and New Feminist Materialist Perspectives (2018, Bloomsbury, with Vivienne Bozalek, Rosi Braidotti and Michalinos Zembylas).
Kay Sidebottom is a Lecturer in Education and Childhood at Leeds Beckett University. Recent research projects include the critical examination of decolonising work in U.K. universities; using interdisciplinary approaches (such as art and poetry) in teacher education; and employing philosophical enquiry as a pedagogical method for anti-fascist education. She is currently exploring how teachers and students might enact concepts of nomadism, assemblage, and rhizomatics to develop a ‘posthuman curriculum.’
Kathryn J. Strom is an Assistant Professor in the Educational Leadership Department at California State University, East Bay. She teaches courses on critical perspectives on education and qualitative research methods in the Educational Leadership for Social Justice Ed.D. program. Her research focuses on preparing educators to work for social justice in classrooms and school systems and putting posthuman/materialist theories to work in educational research. Dr. Strom received her Ph.D. at Montclair State University in Teacher Education and Teacher Development.
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APPENDIX X
THE SALE OF THE GOODS AT ROCESTER ABBEY
(British Museum, Addit. MS. No. 11041, fol. 89b)
Rouceter—The sales there made, the xvjth day of October, anno xxxo regis Henrici viij.
Sol Item, the glasse and iron in the wyndowes of Seynt Michaelles chapell, sold to John Forman iijs. iiijd.
Sol Item, the tymber of the seyd chapell, sold to William Loghtonhouse vijs. vjd.
Sol. Item, the shyngle of the same chapell, sold to William Bagnall viijd.
Summa: xjs. vjd. oneratur.
APPENDIX XI
THE SALE OF THE GOODS AT HULTON ABBEY
(British Museum, Addit. MS. No. 11,041, fol. 90)
Hylton—The Sales ther made, the xxjth day of October, anno xxxo regis Henrici viijui.
rec iiijli oneratur iiijli
Item, sold to Stephen Bagott, gent. thre belles, a grett ..., for the somme of nynetene poundes syxtene shyllynges, after the rate of xviijs. the hundredd xixli. xvjs. inde sol. J. S. ar. iiijli. et rem. xvli. xvjs. pro qua quidem summa prefatus Stephanus oblig solvend ad festum sancti Michaelis archangeli prox. ut patet oblig. gerent. dat. xxio die Ottobr anno xxxo regis Henrici viij cum Johanne Scudamour ar. rec. rem.
Phylipp Skudeamore to be a scoler in the Kynges new colledge in oxfford Skydmor p Ann xxxviijuo
An Inventorye takyn the xxjth day of Nouember in the xxxvijth yere of the reign of or sou’aign lord Henry the viijth by the grace of god Kyng of Englond Fraunce & Irelond Defender of the Feyth & in Erthe sup’me Hedd of the Church of Englond & also of Irelond by Richard Goodryck & John Scudamore Esquyers appoyntyd by the Ryght Worshypfull s Edward North Knyght chauncellor of the Kynges maiesties most honorable Court of Augmentacons in the name of the Kyng or sou’aign lord of all the plate Juelles Ornamentes of the Church Wt all the goodes & cattalles belongeyng & appteynyng vnto the late Colledge of Burton vpon Trent in the Countie of Staff’ surrendryd & prisyd by Walt’ Charnell[251] & John Norton gent. Willm Murcott Richard Whyttell Willm Meycock & John Browne
P C
Fyrst iiijor Challys Wt ther patentes gylt Weyng xlix oz di
Itm ij Challys Wt ther patentes Whytt Weyng xxxiij oz. iij qart’s.
Itm A Shypp Wt a Spone Whytt Weyng xii oz qart’
Itm ij Sensors Whytt Weyng xlvij oz.
Itm the Garnysshyng of A Crosse pcell gylt Weyng vi oz
Itm the garnysshyng of a gospell boke pcell gylt Weyng xviij oz. di.
Sma of the ounces of the seyd plate pr clxvij guylt pcell guylt Whyt xxxiiij oz di exr xlix oz di exr iiijxx xiij oz exr
[Signatures]
[fol 63]
[fol 64]
R G J S .
O C
Itm a vestment & ij tynakles of old Cheker velfett redd & blue Wt albes xxs
Itm a Chesable of Blue tartron Wt lions & ij tynakles of blue tartron Wt half moones & bryddes & albes therunto xxs
Itm a vestmt & ij tynakles of black velfett old & bare traylyd Wt grene & Wt Whytt Daysyes xvs.
Itm an old Aut’ Front of Redd Sylke braunchyd wt Copp gold iiis
Itm an old Aut’ Front of Cheker Worke iis
Itm an old blue pall of tartron Wt Daysies iis
Itm an old pall of tawnye sylke Wt gart’s xxd
Itm an old pece of a pall of gyng’ Collor sylke xvjd
Itm a pece of a old pall of black >Worstede Wt Starres xijd
Itm an old bann’ Cloth of Sylke viijd
Itm a Cope of blue tartron Wt lyons & bryddes vis viijd.
Itm a Cope of old & base redd velfett Wt lyons & brokyn xs
Itm a Cope of Crymsyn velfett braunchyd xs.
Itm iij Copes of Count’fett Redd bawdekyn xxs
Itm a Cope of brokyn velfett Wt Daysyes vs
Itm a Cope of old Redd Count’fett bawdekyn viijs
Itm a Cope of Whyt sylke Wt Wheate eares vs
Itm an old Cope of Cheker velfett iijs iiijd
Itm V Copes of Count’fett bawdekyn xxvs.
Itm one old Cope of Whyt sylke vs
Itm a vestmt & ij tynakles of Whytt Saye Wt gart’s & thalbes vjs. viijd
Itm a vestmt & ij tynakles of Redd Saye Wt thalbes vs
[fol 65]
Itm a vestmt & ij tynakles of grene Dornyxe Wt albes vs
Itm a vestment & ij tynakles of old count’fett bawdekyn wt thalbes xs.
Itm a vestmt & ij tynakles of Whyt bustian wt thalbes iijs iiijd
Itm a old vestmt & ij tynakles of Redd sylke wt Flowres & >thalbes iiijs
Itm a vestmt & ij tynakles of Whyt bustian xijd
Itm a vestmt & ij tynakles of >blue sylke Wt Whyt Dasyes & thalbes xs
Itm a vestmt of Redd & Whytt Dornyxe iijs.
Itm an Aut’ Front of redd & grene sylke wt vnycornes xvjd
Itm a vestmt of Whyt fustyan Wt a redd Crosse viijd.
Itm a vestmt of old grene Damaske Wt an albe ijs
Itm a vestmt of tawnye sylke Wt yelowe bryddes & flowres & lyons xijd
Itm a vestmt of Whytt & tawnye sylke Wt Flowres xxd
Itm a vestmt of black Worstede ijs.
Itm viij albes xxs
Itm iij quysshynges[252] viijd
Itm the p’sse for the Copes xijd
Itm ij grett Candelstyckes of latton vs.
Itm iiij Small Candelstyckes of latton ijs
Itm a lectorne of Brasse xxs.
Itm ij peyr of Organsvjs viijd
Itm one other peyr of organs vjs. viijd
Itm a vestmt & ij tynakles of Count’fett tyssue Wt thalbes to the same vjd
Itm a vestmt & ij tynakles of Redd velfett braunchyd Wt Flowres & ij albes ls
dd to the Thes [253]
Itm an Aut’ Front of Crymsyn velfett & Cloth of gold Wt Raysyd velfett xxxs
Itm a Cope of tawnye velfett braunchyd Wt Flowres xxvjs. viijd
Itm ij Copes of blewe velfett Wt Flowres liijs iiijd.
Itm An Aut’ Front of Whyt Damaske Wt the Salutacon of or lady xs
Itm A Sute of Westmts of Whyt Damaske xxxvjs viijd lvjs. viijd
Itm a Canope of Redd Sylke Flowryd Wt Collors iiijs
Itm a peyr of Organs vjs
R G J S .
I ’ S H
Petycanons Hall
The Kechyn
Itm one cupbord iiijd
Itm ij table bourdes V trestylles iij formes one benche Wt bordes at the Wall iijs geaven to mr Secretary pagott
Itm one peyr of small Andyrons xijd
Itm one Fyre forke & A old Fyre Shouell iiijd
The Buttrye Itm iij old brokyn table Clothes Whereof one of Diap & iij towelles viijd.
Itm a basen & A Ewyer of pewt’ xvjd
Itm iiij Candelstyckes of brasse xvjd
Itm ij small standes for ale vjd
Itm an alm’ye & a Cofer for bredd xijd
Itm iij small brasse pottes iijs
Itm ij small brasse pannes & one lytle Cawdron xvjd.
Itm one ther lytle Cawdron of brasse viijd
[fol 67]]
The bruehowse & bakehowse
Itm one Chaffron xxd.
Itm x platt’s (iijs iiijd) v pot tyngers & v Sawcers (ijs vjd) vs xd
Itm x Count’fett Dysshes xxd
Itm A Charger viijd
Itm A Mort’ of brasse & A pestell of Iron ijs
Itm iij pothangles & A barre of Iron xvjd
Itm one gredyron iiijd one old alm’ye ijd & A must’d mylle iiijd. xd
Itm a peyr of Cob’tes & ij broches xxd
Itm ij furnes of ledd xxvjs viijd
Itm xiij Wort leddes in iij frames xxijs
Itm one grett malt Fate vs
Itm one yelyng Fate vs
Itm a Cest’ne of ledd xxvjs viijd.
Itm a table bord viijd.
Itm a bultyng Whynch iiijd
Itm a p’sse & a trowgh iijs £ s d vij iij ij geaven to mr S pagott
Itm ij treddes ijs. & ij. trowghes viijd. ijs. viijd
Itm a Moldyng table vjd
The Garden Itm ij gable Ropes ijs
Itm certen old ledd of glasse Wyndowes ijs iiij.
Itm iij pypes of ledd & a pece of ledd vs Itm certen old tymb’ vnder the garden & other old trasshe of Frontes of tymb’ & Images iijs. iiijd
Itm one old lytle Fate viijd
Itm certen Shyngle xijd
[fol 68]
Itm a old ladder ijd.
The grett Hall Itm iiij table bordes Wt trestelles & Formes xvjd
The Entrye goying into ye Deanes Hall
Itm a table bord & ij formes viijd
The gret Chamb’ Itm the Hangynges of Steynyd Saye xxd
The Kynges Chamb Itm the Hangynges of grene saye xxd.
The vtt’ Hall Itm ij bordes Wt iiij formes viijd
Summa Totalis of the seyd Inuentorye xljli xiijs ijd.
vij^{li } iiij^{s } iij^{d.
Forasmoche as these pcelles to ye value of vijli iiijs iijd [sic] byn delyu’yd by the Kynges Ma’tes Offyc’s to s Wyllm
Patgett[254] Knyght for Whych he ys to answer the Kynges Hyghnes Sythens Whych tyme the seyd s Wyllm Patgett hathe grawntyd oyr Implymtes of hys beynge at the spytalles of Kepyer[255] to the Kynges Ma’te beyng also of greater value Make therefore a dyscharge of the seyd vijli iiijs iijd and Redelyu’ that Was made for the seid accordynglye Edward North
R G J S
Salez
Heraft’ ensuyth the Salez made by the seyd Richard Goodryck & John Scudamore at the tyme of ther beyng at Burton aforeseyd
Itm sold to Willm Dethyck Esquyer a vestmt & ij tynakles of old cheker velfett redd & blue Wt the albes xxs
Itm a Chesable of blue tartron Wt lyons & ij tynakles of blue tartron Wt half Moones & bryddes Wt thalbes sold to s Phelyp Draycott Knyght xxs.
Itm sold to s Willm Bassett[256] Knyght a vestmt & ij tynakles of xvs
[fol 69]
black velfett traylyd Wt grene & Whyt Daysies
Itm sold to s Robt More An old Aut’r Front of Redd sylke braunchyd Wt Copp gold iijs
Itm sold to mr Dethyck an old brokyn Front of Cheker velfett ijs
Itm a blue pall off tartron Wt Daysies sold to s. Willm Bassett ijs.
Itm A pece of A old pall of gyng’ Collor sylke & A pall of tawnye sylke iijs.
Itm sold to John Stone a pece of a old pall of black Worstede & a old bann’ Clothe of Sylke xxd
Itm a Cope of blue tartron Wt lyons & bryddes sold to s Phelyp Draycott Knyght vjs. viijd
Itm a Cope of old base Redd velfett Wt lyons sold to s Phelyp Draycott xijs iiijd.
Itm a Cope of Crymsyn velfett braunchyd sold to s Phelyp Draycott xiijs iiijd
Itm iij Copes of Count’fett bawdekyn Redd sold to mr Dethyck & mr Charnell xxs
Itm A Cope of brokyn velfett Wt Daysyes & a old Cope of Redd count’fett bawdekyn sold to mr Dethyck xvjs
Itm a Cope of Whyt sylke Wt Wheate eares sold to mr Dethyck vs
Itm a Cope of Cheker velfett sold to John ap Gllm iijs iiijd
Itm V Copes of Count’fett bawdekyn & a old Cope of Whytt sylke sold to s Willm Bassett Knyght xxxijs
Itm A vestmt & ij tynakles of Whyt sylke Wt gart’s & thalbes sold to mr Charnell vjs. viijd
Itm a vestment & ij tynakles of Redd say Wt albes sold to mr Dethyck vs
Itm a vestmt & ij tynakles of grene Dornyxe Wt thalbes sold to mr Welles vs.
Itm a vestmt & ij tynakles of old count’fett bawdekyn Wt thalbes sold to s Willm Bassett xs
Itm a vestmt & ij tynakles of Whyt bustian Wt albes sold to mr Dethyck iijs. iiijd
Itm a vestmt & ij tynakles of old redd Sylke Wt flowres & thalbes sold to mr Dethyck iiijs
[fol. 70]
Itm a vestmt & ij tynakles of Whyt bustian Wtout albes sold to mr Dethyck [xd ]
Itm a vestmt of blewe sylke Wt Whyt Daysies & ij tynakles Wt thalbes sold to mr Dethyck xs
Itm An Aut’ Front of Redd & grene sylke Wt vnycornes & A vestmt of Whyt fustian Wt a redd Crosse sold to John Stone ijs
Itm A vestmt of Redd & Whyt Dornyxe sold to mr Dethyck iijs
Itm A vestmt of old grene Damaske Wt An Albe sold to Robt Benett ijs
Itm A vestmt of tawnye sylke Wt yolowe bryddes & lyons old & brokyn sold to John ap Gllm xijd
Itm A vestmt of Whyt & tawnye sylke sold to mr Layton xxd
Itm A vestmt of black Worstede sold to s Willm Bassett ijs.
Itm viijth [sic] Albes sold to mr More xxs
Itm iij quysshynges sold to s phelyp Draycott viijd.
Itm a p’sse for the Copes sold to George Constantyne xijd
Itm ij grett Candelstyckes & one lytle peyr of organs sold to s Willm Bassett xiijs
Itm iiij Small Candelstyckes of latton sold to John Stone ijs
Itm a lectorne of Brasse sold to thuse of the p’ysshe of Burton xxs.
Itm one peyr of Organs sold to thuse of the p’ysshe of Burton vjs viijd.
Itm one peyr of organs sold to mr Vnderton iiijs
Itm one old pyxe of Copp sold to Willm Scudamor[257] xijd
Itm ij Copes of blue velfett sold to Robt Benett liijs. iiijd
Itm iiij Copes of Whyt Damaske sold to Robt Benett xls.
Itm an Aut’ Front of Redd velfett & Cloth of Bawdekyn raysyd Wt Redd velfett sold to Robt Bennett xxxs.
Summa Summa of the Sales xxjli. iiijs. viijd. p’ [i e , probatur] re[m] xxli viijs vjd
R G . J S
[fol. 71]
O C dd vnto mr Tresorer
Itm A vestmt & ij tynakles of Count’fett Tysshewe Wt thalbes to the same p’syd at vjli
Itm A vestmt & ij tynakles of Redd velfett Wt ij albes ls
Itm A Cope of tawnye velfett Wt An orffryes of Redd Turkye Satten xxvjs viijd
Itm iij Copes of Whyt Damaske Wt Flowres of nedle Worke Wrowght xxxs
dd to the Treasor’
Summa xjli vjs viijd.
R G J S
Receuyd of John Morley at the tyme of the Dischargyng of the late College of Burton vpon Trent in the Countie of Staff for and towardes the paymt of A certen debt by hym owyng to the seyd late College vpon hys accompt then & ther made viz by hys owne handes xxxjli. & by thandes of s Robt More xvijli ijs. iiijd xlviijli ijs iiijd.
[fol. 72]
Fyrst to s Willm Porter
Itm to s Willm Myln’
Itm to s Robt Baslowe
Wages Rewardes & debtes y’ payd the xxiiijth day of Nouemb A° xxxvijmo R. H. viijui by Richard Goodrick & John Scudamore Esquyers Appoynted by the Ryght Worshypfull s Edward North Knyght Chauncellor of the Kynges maiesties most honorable Court of Augmentacon in the name of the Kyng or sou’aign lord for that purpose &c. Aswell to the petye Canons & Syngyngmen Wt other mynysters & s’untes of the late Colledge of Burton vpon Trent as also to such psons to Whom the Deane & Chaptor of the same late Colledge Was Indebtyd vnto as heraft’ ensuyth
P C ’[258] R
Wages for one qart’ of a yere to be due at Crystmas next ls. iiijli Reward xxxs.
Wages as aforeseyd ls lxxvjs. viijd Reward xxvjs viijd.
Wages as aforeseyd ls ls Reward for that he ys appoyntyd to be ye chief Curat of burton nll.
P C R
[fol 73]
Itm to s Willm Sutton Wages ls ls Reward nll
Itm to s John Hyern Wages ls. ls Reward nll
Itm to s John Cart’ Wages ls ls Reward nll
Summa xvijli xvjs viiid
G
Itm to s Willm Tomlynson Wages xxxiijs. iiijd. xlvjs viijd Reward xiijs iiijd
Summa xlvjs viijd
P R
Itm to s Willm Hether Wages xxxiijs. iiijd. xxxiijs iiijd Reward nll
Summa xxxiijs. iiijd.
S
Itm to Arthure Buckenall mr of the Choryst’s Wages ls lxxs. Reward xxs
Itm to John Bradshawe Wages xxxiijs. iiijd. xlvjs viijd Reward xiijs iiijd
Itm to Richard Wylton Wages xxxiijs iiijd xlvjs viijd Reward xiijs. iiijd.
Itm to Willm Band Wages xxxiijs iiijd liijs iiijd Reward xxs
Itm to John Pem’ton Wages xxxiijs iiijd xlvjs. viijd. Reward xiijs iiijd
Summa xiijli.] iijs. iiijd.
C
Itm to Symon Genyns Wages xiijs iiijd xviijs iiijd Reward vs.
Itm to John Wylton Wages xiijs iiijd xviijs. iiijd. Reward vs
Itm to John Wylkynson Wages xiijs iiijd xviijs. iiijd. Reward vs
Itm to John Buckenall Wages xiijs. iiijd. xviijs vjd Reward vs ijd
[fol 74]
[fol. 75]
Itm to Ambrose Tete Wages xiijs iiijd xviijs iiijd Reward vs
Itm to John Coke Wages xiijs iiijd xviijs iiijd. Reward vs.
Itm to Richard Burton Turnebroche yn [ijs ] Reward
Itm to John Ledbett’ appitor Wages vs vjs. viijd. Reward xxd
Summa vjli xvijs iiijd.
Sma Totall of all Wages & Rewardes aforeseyd xijli ijs vjd p’
R G . J S
D ’
Itm payd the xxiiijth day of Nouemb A° xxxvijmo R H viijui to John Lambert[259] baylyf of Aldestree & Appulbye for so moche money owyng vnto hym by the late Deanes & Chaptor of the seyd late Colledge of Burton for hys Fee of xxvjs viijd by yere due vnto hym for iiij yeres endyd at the Feast of Seynt Michaell tharchaungell last as app’yth in the boke of debtes cvjs viijd
[fol 77]
Itm payd to John Stone late one of the Deacons y’ for so moche money by hym disbursyd for certen Wyne Waxe & tallowe candelles expendyd in the Church in the tyme of Dyvyne s’uys syns Michaelmas last vijs
Itm payd to Robt Bradshawe gent port’ of the gates of the seyd late Colledge for pte of hys Fee of lxs payable by the Deane & Chaptor of the same late Colledge due vnto hym at Michaelmas last xls
Itm payd to Nichas Burwey gent vnderstuard & clerk of the Courtes holdyn Wtin the lordshyp of Burton for so moche money owyng vnto hym by the seyd late Deane for his Fee of xiijs. iiijd. by yere for exercysyng of the seyd office due for iij yeres endyd at Michaelmas last As App’yth in the boke of Debtes xls. Summa ixli xiijs viijd
R G . J S
The Costes[260] & Charges of Richard Goodryck & John Scudamore Esquyers appoyntyd by the Ryght Worshypfull s Edward North Knyght Chauncellor of the Kynges maiesties most honorable Court of Augmentacon in the name of the Kyng or sou’aign lord for takyng of An Inuentorye of the plate Juelles ornamentes of the Church Wt the Implemtes & Stuff of howsehold belongyng & appteynyng vnto the late Colledge of Burton vpon Trent in the Countie of Staff surrendryd Rydyng from London vnto Burton & ther contynuyng Wt ther Retorne from thens to London As heraft’ ensuyth
Fyrst payd at London the xvjth day of Nouemb A° xxxvij R H viijui for mendyng of the Saddelles of the seyd John Scudamore vs iiijd
Itm for Shoyng of ix horses of the seyd John Scudamor iiijs. ixd
Summa xs jd.
T N ’ Supp’ at Seynt Albons
In bredd viijd Ale xvjd Wyne nll Mutton xxijd beoff vjd one Capon xvjd one Cowple of Conyes xd. vjs vjd.
Itm payd for Fyre & Candelles xijd
Itm for Horsemete y’ that nyght vijs. vd
Itm for mr palm’s[261] Horsemete Hys s’untes supp Wt Hys Drynkyng aft’ supp & for Fyre xvijd.
Itm payd the xviijth day of Nouemb for brakefast y’ viijd
T N ’
Den’ at Bryckhyll[262]
In bredd viijd Ale ixd Wyne iiijd Beoff viijd Mutton iiijd pygge vijd & one cowple of Conyes xd iiijs. ijd.
Itm for Fyre y’ ijd.
Itm for Horsemete y’ iijs xjd
Itm for Shoyng y’ vjd.
[fol. 78]
Summa xxvs xjd [sic]
Supp’ at Towcetr’
In bredd vjd Ale xiijd Wyne xiijd Mutton xixd Chekens viijd Suyttes vjd Chese & Apples ijd vs vijd
Itm for Fyre & Candelles y’ xvjd.
Itm for Horsemete y’ that nyght ixs vjd
Itm for Shoyng y’ iiijd
Itm for brekefast y’ the xixth day of Nouemb xiijd
Summa xvijs xd
T N ’
Den’ at Dayntree[263]
In bredd vjd. Ale ixd. Wyne iiijd. beoff xvjd. Mutton vjd. Chese jd. iijs. vjd.
Itm for Fyre ijd
Itm for Horsemete y’ ijs. xd.
Supp’ at Couentre’
In bredd iiijd Ale xiijd Wyne iiijd & Mutton xxd iijs vd
Itm for Fyre & Candell y’ xvjd.
Itm for Horsemete y’ viijs xjd
Itm for Shoyng mendyng of Saddles & for a Drynche for a Horse viijd.
Itm for Drynkyng in the mornyng y’ viijd
Summa xxjs. vjd.
T N ’
Den’ at Atherston
In bredd vd. Ale ixd. Wyne iiijd. Buttor iiijd. Egges iijd. Herryng jd. Chese iiijd ijs. vjd.
Itm for Horsemete y’ xxjd
At Burton that nyght
In bredd xd. Ale ijs. Buttor vd. Egges ijd. Chese iijd. Saltfysshe xd. Fresshefysshe vd iiijs. xjd
Summa ixs ijd
[fol 79]
[fol 80]
A B D N ’
Itm for xj Dossen of bredd xjs
Itm for xlvij gallons of Ale At iiijd. the gallon xvs. viijd.
Itm for one pottell of Wyne viijd
Itm for vj lib. of Candelles at ijd. the lib. xijd.
Itm for pottes & cuppes iiijd
Summa xxviijs. viijd.
T N ’
In buttor viijd
Itm for Egges vjd
Itm for Saltfysshe xviijd
Itm for Fresshe Fysshe xijd.
Summa iijs viijd
T N ’
Itm for beoff vs viijd
Itm for Mutton iijs iiijd Itm for veale xxd.
Itm for iiijor geese ijs
Itm for ij pygges xiiijd
Itm for iij Capons xvjd.
Itm for one Woodcock ijd
Itm for black bryddes iiijd
Summa xvs. viijd. O ’ ’ ’
Itm for must’d ijd
Itm for Vinegre iijd
Itm for Salt iiijd
Itm for Flowre to bake venyson xvd. Itm for pep’ vjd
