Forward with Classics
Classical Languages in Schools and Communities
«This collection offers a wealth of good advice … The level of research is high.»
CJ-Online
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. Les mer
Interessert i historiebøker?
Bli med i fordelsklubben Vår historie og få fordelspris 481,-
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.
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.
Detaljer
- Forlag
- Bloomsbury Academic
- Innbinding
- Paperback
- Språk
- Engelsk
- Sider
- 296
- ISBN
- 9781474297677
- Utgivelsesår
- 2018
- Format
- 24 x 17 cm
Anmeldelser
«This collection offers a wealth of good advice … The level of research is high.»
CJ-Online
«Hats off to those who cherish Latin and Greek so much and who love others enough to want to share this treasure with them!»
Revue des Etudes Anciennes (Bloomsbury Translation)
«This collection of essays will be essential reading for anyone determined to open up the ancient world in schools or elsewhere: it contains an invaluable fund of practical ideas to advance the cause ... A most heartening compilation, coming at exactly the right moment.»
Classics for All Reviews
«A pioneering collection offering analysis, reflection and advice from people who really know about delivering classical education in multiple contexts (from schools to prisons) across the globe, electronically and face-to-face, from Tower Hamlets to São Paolo. A must-read for anyone interested in how the subject will survive the next 100 years.»
Tim Whitmarsh, Professor of Greek Culture at the University of Cambridge, UK
«A clear and comprehensive portrayal of the current state of classics in education … 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 will be an encouragement to all educators in classics. The authors speak to an international audience at the same time that they address local populations and differing curricula and motivations. While acknowledging the challenges inherent in teaching classics, they reveal that communities and students continue to benefit from classical learning, and they present a realistic yet hopeful outlook for its future.»
Bryn Mawr Classical Review