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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… (meer)
Arlene Holmes-Henderson and Mai Musié from the University of Oxford along with Steven Hunt from the University of Cambridge have compiled a collection of chapters providing a clear and comprehensive portrayal of the current state of classics in education. All three of the editors have extensive experience in classics teaching and outreach to schools and communities within the United Kingdom. While the UK remains the primary emphasis of the book, the editors have included a helpful glossary for those who are unfamiliar with the UK system of education, and the book also includes chapters from a number of international educators in classics. 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 results from the Classics in Communities project, initiated between the Universities of Oxford and Cambridge and the Iris Project in response to English curricular reforms (1). Although classical studies traditionally have been more confined to independent schools, recent reforms have fostered their increase within state schools and to students from minority groups and diverse socioeconomic and cultural backgrounds. The authors demonstrate that classical studies continue to flourish within these different contexts and benefit a wide range of students.
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
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This book results from the Classics in Communities project, initiated between the Universities of Oxford and Cambridge and the Iris Project in response to English curricular reforms (1). Although classical studies traditionally have been more confined to independent schools, recent reforms have fostered their increase within state schools and to students from minority groups and diverse socioeconomic and cultural backgrounds. The authors demonstrate that classical studies continue to flourish within these different contexts and benefit a wide range of students.