This volume explores how the study of antiquity can be made relevant and inclusive for a diverse range of 21st century students by bringing together perspectives from colleagues working in higher education at different career stages, roles, and from different backgrounds in the US, UK, and Greece.
This collection of chapters addresses issues related to inclusive practice and diversity in Classics Higher Education, especially in the US and the UK. Recent debates within the discipline have highlighted inequality of access to traditional classical education, and a growing number of initiatives and projects have begun to address the range of sources and topics that form part of a modern classical education. The discipline is wide-ranging, including study of ancient Greek and Latin language and literature (the traditional core of Classics), as well as opportunities to study the ancient history, philosophy, religion, mythology, material culture and archaeology of the Greco-Roman period. Significant progress has been made over recent years in incorporating the study of gender and sexuality within classical degree programmes, and increasingly programmes are being enriched through broadening the geographical reach of topics on the curriculum beyond Europe. More care is also being taken over selection of scholarly reading to represent more fully the range of voices contributing to the discipline. But more work remains to be done.
Diversity and the Study of Antiquity in Higher Education is of interest to anyone teaching Classics, especially in the US and UK, as well as scholars and researchers in the field who are interested in issues of diversity.
Introduction: Diversity and the Study of Antiquity in Higher Education – Daniel Libatique and Fiona McHardy; 1. Affectionate Ties: The Discipline of the Classics and the College or University Mission - Patrice Rankine; 2. Digging Deeper: Towards a More Inclusive Archaeology of the Ancient Mediterranean Nadhira Hill; 3. ‘Classics Beyond Whiteness’: Race and Antiracism in Departmental Curriculum - T. H. M. Gellar-Goad and Caitlin Hines; 4. Race, Roman Law Courts, and the Colonized Subject: Teaching Cicero’s Pro Fonteio - Denise McCoskey; 5. A Classical Studies Pedagogy for the Future: An Introspective Look - Eleni Bozia; 6. Looking Up, Looking Online: Gender, Representation, and Bias in Classics - Victoria Leonard; 7. ‘Biting the Hand that Feeds You’? Responding to Racialisation in UK Classics - Samuel Agbamu; 8. Teaching Visual / Material Culture and Museums in Terms of Disability Access - Ellen Adams; 9. ‘Reaching Out with Eurydice’: The Myth and Voice Initiative - Efi Spentzou; 10. Inclusive Classics and Pedagogy: Teachers, Academics and Students in Conversation - Barbara Goff and Alexia Petsalis-Diomidis; 11. Embedding Diversity in Classics Teachers’ Training: A Case Study at a Greek University - Marisa Fountopoulou and Effrosyni Kostara.