Forward with Classics: Classical Languages in Schools and Communities

Description

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. Cover Contents List of Figures Editors and Contributors Foreword Acknowledgements Introduction PART I Education Policy and The Effect On The Provision Of Classics In Schools CHAPTER 1 Getting Classics Into Schools? Classics and The Social Justice Agenda Of THE UK Coalition Government, 2010–2015 CHAPTER 2 Widening Access to Classics In The Uk: How The Impact, Public Engagement, Outreach and Knowledge Exchange Agenda Have Helped CHAPTER 3 Classics In Australia: On Surer Ground? CHAPTER 4 Reintroducing Classics In A Brazilian Public School: Project Minimus In São paulo CHAPTER 5 Changing Priorities In Classics Education In Mainland Europe CHAPTER 6 Latin Is Not Dead: The Rise Of Communicative Approaches To The Teaching Of Latin In The United States PART II CARPE DIEM: FINDING AND TAKING OPPORTUNITIES TO DELIVER CLASSICS FOR ALL CHAPTER 7 Delivering Latin In Primary Schools CHAPTER 8 Latin In Norfolk: Joining Up The Dots CHAPTER 9 Introducing Latin In A State-Maintained Secondary School In England: Lessons Learned CHAPTER 10 Creation and Impact Of Regional Centres Of Excellence For Classics: The Iris Classics Centre at Cheney And The East End Classics Centre CHAPTER 11 Developing A Classics Department From Scratch: Two Case Studies CHAPTER 12 Academia Latina: Working In South African Schools And Prisons CHAPTER 13 Taking Classics Into Communities CHAPTER 14 The Appeal Of Non-Linguistic Classical Studies Among Sixth-Form Students Part III CLASSICS IN THE FUTURE CHAPTER 15 Classics Online At The Open University: Teaching And Learning With Interactive Resources CHAPTER 16 Classics and Twenty-First-Century Skills CHAPTER 17 Classics in Our Ancestors’ Communities Conclusion: Achievements Of The Classics In Communities Project Glossary Index