Forward with Classics

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.

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 São Paulo (Paula Corrêa, University of São 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 Felton, 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 Ancestors' 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