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SeriesRace & Decolonisation

Decolonising the Classics Classroom: Diversity & Representation in Visual Aids

Working towards inclusivity in the Classics classroom is a combination of what we choose to teach and how we choose to teach it. In this post, Rob Hancock-Jones shares some of his experiences teaching Classical Civilisation making use of diverse and inclusive visual aids.

Race Theory, Critical Race Theory, and the Classics Classroom

In response to those who may think otherwise, Elena Giusti argues that the application of Race Theory and Critical Race Theory to the ancient world is far from a needless intellectual exercise. It enables teachers and students to connect antiquity and modernity while investigating our own biases and making us better interpreters of both societies, and of our own academic and pedagogical practices.

Surviving Two Thousand Years: understanding the role of power in shaping the textual record

Why do some stories survive thousands of years while others are quickly lost? Many factors affect an ancient text's chances of survival, but most important is power. If we understand how texts have survived with the aid of each generation's most empowered, can we then predict which modern classics will survive?

Centring Africa in Greek and Roman Literature, while Decolonising the Classics Classroom

Diversifying the teaching provision of Classics and Ancient History does not necessarily help us to ‘decolonise’ the discipline and engage in anti-racist pedagogical practice. Dr Elena Giusti reflects on her undergraduate module 'Africa and the Making of Classical Literature' at the University of Warwick.

salvete omnes: the importance of welcoming everyone

Director Caroline Bristow addresses the importance of inclusion to the core mission of CSCP: ensuring that Classics flourishes in classrooms. This article also introduces the theme of race and decolonisation which will be the focus of this blog’s opening series of posts.