Foreword by Mary Beard. Despite their removal from England's National Curriculum in 1988, and claims of elitism, Latin and Greek are increasingly re-entering the `mainstream' educational arena. Since 2012, there have been more students in state-maintained schools in England studying classical subjects than in independent schools, and the number of schools offering Classics continues to rise in the state-maintained sector. The teaching and learning of Latin and Greek is not, however, confined to the classroom: community-based learning for adults and children is facilitated in newly established regional Classics hubs in evenings and at weekends, in universities as part of outreach, and even in parks and in prisons.
This book investigates the motivations of teachers and learners behind the rise of Classics in the classroom and in communities, and explores ways in which knowledge of classical languages is considered valuable for diverse learners in the 21st century. The role of classical languages within the English educational policy landscape is examined, as new possibilities exist for introducing Latin and Greek into school curricula. The state of Classics education internationally is also investigated, with case studies presenting the status quo in policy and practice from Australasia, North America, the rest of Europe and worldwide. The priorities for the future of Classics education in these diverse locations are compared and contrasted by the editors, who conjecture what strategies are conducive to success.
Foreword by:
Mary Beard
Edited by:
Arlene Holmes-Henderson,
Steven Hunt,
Mai Musie
Imprint: Bloomsbury Publishing
Country of Publication: United Kingdom
Dimensions:
Height: 244mm,
Width: 169mm,
Weight: 510g
ISBN: 9781474297677
ISBN 10: 1474297676
Pages: 296
Publication Date: 09 August 2018
Audience:
College/higher education
,
Primary
Format: Paperback
Publisher's Status: Active
FOREWORD: Fight-Back of Classics (Professor Mary Beard, University of Cambridge, UK) INTRODUCTION (Arlene Holmes-Henderson, University of Oxford, UK; Steven Hunt, University of Cambridge, UK; and Mai Musie, University of Oxford, UK) Part 1: Education Policy and the Effect on the Provision of Classics in Schools 1 - Getting Classics into Schools? Classics and the Social Justice Agenda of the Coalition Government 2010-2015 (Steven Hunt, University of Cambridge, UK) 2 - Widening Access to Classics in the UK: How the Impact, Public Engagement, Outreach and Knowledge Exchange Agenda Has Helped (Emma Searle, University of Oxford, UK; Lucy Jackson, King's College London, UK; and Michael Scott, University of Warwick, UK) 3 - Classics in Australia: On Surer Ground? (Emily Matters, Pymble Ladies' College, Sydney, Australia) 4 - Reintroducing Classics in a Brazilian Public School: Project Minimus in Sao Paulo (Paula Correa, University of Sao Paulo, Brazil) 5 - Changing Priorities in Classics Education in Mainland Europe (John Bulwer, Euroclassica, in conjunction with country-based co-authors) 6 - Latin is Not Dead: The Rise of Communicative Approaches to the Teaching of Latin in the US' (Steven Hunt, University of Cambridge, UK) Part 2: carpe diem: Finding and Taking Opportunities to Deliver Classics for All 7 - Delivering Latin in Primary Schools: Minimus and Via Facilis (Barbara Bell, The Primary Latin Project, UK; and Zanna Wing-Davey, The Latin Programme, UK) 8 - Latin in Norfolk: Joining Up the Dots (Jane Maguire, Norfolk Latin Project, UK) 9 - Introducing Latin in a State-Maintained Secondary School in England: Lessons Learned (Rowlie Darby, Patcham High School, UK) 10 - Creation and Impact of Regional Centres of Excellence for Classics: East End Classics Centre and the East Oxford Community Classics Centre (Lorna Robinson, Iris Project, UK; Xavier Murray-Pollock and Peter Olive, Capital Classics, UK) 11 - Developing a Classics Department from Scratch: Two Case Studies. (Olivia Sanchez, St Paul's Way Trust School, UK; and Nicola Neto, Sidney Stringer Academy, UK) 12 - Academia Latina: Working in South African Schools and Prisons (Corrie Schumann and Lana Theron, University of Pretoria, South Africa) 13 - Taking Classics into Communities: (i) A Long Way to Tipperary... Bringing Classical Drama to the Community in Ireland (Patrick Ryan, Classical Association of Ireland), (ii) The Spennymoor Odyssey (Francesca Richards, University of Durham, UK) and (iii) Latin in the Park: Catullus and Conjugations in the Sunshine (Evelien Bracke, University of Swansea, UK) 14 - The Appeal of Non-Linguistic Classical Studies among Sixth-Form Students (Aisha Khan-Evans, King's College London, UK) Part 3: Classics in the Future 15 - Classics Online at the Open University: Teaching and Learning with Interactive Resources (James Robson and Emma-Jayne Graham, Open University, UK) 16 - Classics and 21st-Century Skills (Arlene Holmes-Henderson, University of Oxford, UK; and Kathryn Tempest, University of Roehampton, UK) 17 - Classics in Our Ancestor's Communities (Edith Hall, King's College London, UK) CONCLUSION - Achievements of the Classics in Communities Project (Arlene Holmes-Henderson, University of Oxford, UK; Steven Hunt, University of Cambridge, UK; and Mai Musie, University of Oxford, UK) Glossary Bibliography Index
Arlene Holmes-Henderson is the postdoctoral researcher for the Classics in Communities project in the Faculty of Classics at the University of Oxford, UK. Arlene has a wealth of professional experience from the classroom, having taught Classics in both Scotland and England for more than a decade. She has conducted comparative educational research in the USA, Australia and New Zealand and now provides expert advice to a number of international governments and qualification organisations in the field of language education policy. In addition to researching Classics education, she provides teacher training in schools around the world. Steven Hunt is the Subject Lecturer of the PGCE in Classics at the University of Cambridge, UK. He taught Classics for over twenty years in state comprehensive schools and is author of Starting to Teach Latin (Bloomsbury, 2016). Steve contributes to CPD events at national and international levels, is Editor of the Journal of Classics Teaching, President of the Association of Latin Teaching, and lectures on Classics Education on the teacher training courses at Liverpool Hope University and Harris Academies. Mai Musie is a co-founder of the Classics in Communities project and Alumni Relations Manager at Pembroke College, University of Oxford, UK. She has recently completed her PhD thesis on the Representation of Persians in the Ancient Novel. Mai has over fifteen years of experience in access and outreach work with HE institutions and statutory bodies, including running the Outreach Programme for the Faculty of Classics at Oxford, and has organised and coordinated mentoring and literacy programmes, summer schools and employability projects.
Reviews for Forward with Classics: Classical Languages in Schools and Communities
This collection of essays will be essential reading for anyone determined to open up the ancient world in schools or elsewhere: it contains an invaluable fund of practical ideas to advance the cause ... A most heartening compilation, coming at exactly the right moment. * Classics for All Reviews * A pioneering collection offering analysis, reflection and advice from people who really know about delivering classical education in multiple contexts (from schools to prisons) across the globe, electronically and face-to-face, from Tower Hamlets to Sao Paolo. A must-read for anyone interested in how the subject will survive the next 100 years. -- Tim Whitmarsh, Professor of Greek Culture at the University of Cambridge, UK
