 | Expanding Classics: Practitioner Perspectives from Museums and Schools Subjects: Education; Humanities; Sociology of Education; Classical Studies; Education Policy & Politics; Education Policy; Classical Language & Literature; Roman History & Culture; Greek History & Culture; This volume explores innovative ways of opening up classical languages and cultures to educational and museum audiences. It shows that classical subjects have an important role to play within society, and can enrich individuals' lives in many different, and perhaps surprising, ways - from improving literacy and engagement with reading, to empowering students to understand and use new types of vocabulary, discovering the personal relevance of ancient history and the resonance of ancient material culture and stories. Contributors demonstrate that classical subjects can be taught cost-effectively and inclusively by non-specialist teachers and in non-traditional settings. In their various ways, they highlight the need to rethink the role of Classics in twenty-first century classrooms and communities. Recommendations are made for further development, including ways to improve research, policy and practice in the field of Classics education. Inclusive Classics presents an important series of case studies on classical learning, of interest to museum educators, teacher trainers, school leaders and curriculum designers, as well as those teaching in primary and secondary education settings in the UK and worldwide. Arlene Holmes-Henderson is a Senior Research Fellow in Classics Education at Christ Church and the Faculty of Classics, University of Oxford, England. She works at the intersection of research, policy and practice to improve access to the study of classical subjects in schools and communities in the UK and worldwide. |
