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.
Arvustused
This collection offers a wealth of good advice The level of research is high. * CJ-Online * 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 São 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 Hats off to those who cherish Latin and Greek so much and who love others enough to want to share this treasure with them! * Revue des Etudes Anciennes (Bloomsbury Translation) *
Muu info
This book explores emerging trends and evaluates the growth in classical language teaching and learning in schools and communities.
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vii | |
| Editors and Contributors |
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| Foreword |
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| Acknowledgements |
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xvii | |
| Introduction |
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1 | (6) |
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Part I Education Policy and the Effect on the Provision of Classics in Schools |
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7 | (102) |
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1 Getting Classics into Schools? Classics and the Social Justice Agenda of the UK Coalition Government, 2010-2015 |
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9 | (18) |
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2 Widening Access to Classics in the UK: How the Impact, Public Engagement, Outreach and Knowledge Exchange Agenda Have Helped |
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27 | (20) |
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3 Classics in Australia: On Surer Ground? |
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47 | (8) |
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4 Reintroducing Classics in a Brazilian Public School: Project Minimus in Sao Paulo |
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55 | (12) |
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5 Changing Priorities in Classics Education in Mainland Europe |
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67 | (22) |
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6 Latin Is Not Dead: The Rise of Communicative Approaches to the Teaching of Latin in the United States |
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89 | (20) |
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Part II Carpe Diem: Finding and Taking Opportunities to Deliver Classics for All |
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109 | (106) |
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7 Delivering Latin in Primary Schools |
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111 | (18) |
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8 Latin in Norfolk: Joining Up the Dots |
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129 | (8) |
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9 Introducing Latin in a State-Maintained Secondary School in England: Lessons Learned |
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137 | (12) |
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10 Creation and Impact of Regional Centres of Excellence for Classics: The Iris Classics Centre at Cheney and the East End Classics Centre |
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149 | (12) |
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11 Developing a Classics Department from Scratch: Two Case Studies |
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161 | (10) |
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12 Academia Latina: Working in South African Schools and Prisons |
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171 | (16) |
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13 Taking Classics into Communities |
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187 | (18) |
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14 The Appeal of Non-Linguistic Classical Studies among Sixth-Form Students |
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205 | (10) |
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Part III Classics in the Future |
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215 | (48) |
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15 Classics Online at the Open University: Teaching and Learning with Interactive Resources |
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217 | (14) |
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16 Classics and Twenty-First-Century Skills |
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231 | (12) |
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17 Classics in Our Ancestors' Communities |
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243 | (20) |
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| Conclusion: Achievements of the Classics in Communities Project |
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263 | (9) |
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| Glossary |
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272 | (2) |
| Index |
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274 | |
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.
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