Notes on Editors
Margaret Geoga is Assistant Professor of Egyptology at the Institute for the Study of Ancient Cultures and the Department of Near Eastern Languages and Civilizations at the University of Chicago. She is also a Junior Fellow in the Society of Fellows in Critical Bibliography. Her research focuses on ancient Egyptian literature, especially wisdom instructions, as well as scribal culture, textual transmission, and reception, both in ancient Egypt itself and in later periods. Prior to joining the faculty at the University of Chicago, Maggie was an Andrew W. Mellon Postdoctoral Fellow in the Humanities at the Wolf Humanities Center of the University of Pennsylvania.
Aurore Motte is a postdoctoral researcher of the National Fund for Scientific Research (Belgium), working in the Ancient Worlds research unit, Department of Antiquity Sciences, Faculty of Philosophy and Letters at the University of Liège. Prior to this position, she was a Humboldt Research Fellow at the Johannes Gutenberg University of Mainz (2020–2023) and a Postdoctoral Research Associate at Brown University (2019–2020). Her research interests focus on ancient Egyptian (icono)texts, which include textual criticism, (socio)pragmatics, scribal practices, and the materiality of writing. For a couple of years, she has been addressing the concept of “paratextuality,” a hitherto understudied aspect in ancient Egyptian textual studies. She is currently conducting research on the widely copied literary letter known as the “Kemyt” and publishing ostraca bearing extract(s) of this book.
Judith Jurjens was educated at the University of Groningen (The Netherlands), where she studied Classics and Egyptology. She was awarded a grant by the Dutch Research Council (NWO) to pursue a Ph.D. in Egyptology. She recently defended her dissertation The Teaching of Khety and Its Use as an Educational Tool in Ancient Egypt at Leiden University. Not only does her dissertation present many new textual witnesses of this Middle Egyptian poem, but it also discusses the social context of the text, especially how it was used in ancient Egyptian education.