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Arlene Holmes-Henderson is Senior Research Fellow in Classics Education in the Faculty of Classics at the University of Oxford, UK. She is the Principal Investigator of the Classics in Communities project. She 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 as a visiting professor in the USA, Australia and New Zealand and now provides expert advice to several international governments and qualification organisations in the fields of languages education, curriculum design and assessment 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 Musié 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.
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 clear and comprehensive portrayal of the current state of classics in education ... Teachers of classics from any location who are seeking to promote classical learning will not only find the country specific chapters helpful, but will also benefit from the methods and strategies presented throughout the volume ... This book will be an encouragement to all educators in classics. The authors speak to an international audience at the same time that they address local populations and differing curricula and motivations. While acknowledging the challenges inherent in teaching classics, they reveal that communities and students continue to benefit from classical learning, and they present a realistic yet hopeful outlook for its future. * Bryn Mawr Classical Review * 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 The volume is a well timed and useful contribution to the current issues the subject [of Classics] faces in the UK, Europe and further afield, at a time when the development of Classics provision is on the ascent ... The reflective and critical nature of some chapters and case studies ensures that good practice can develop from the foundations of this book, and there is much here to be celebrated and considered further. Let this book form the basis for future discussion. * The Classical Association *
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