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For most of us, teaching is the biggest impact that we will have as scholars; it is the most important thing that we do. And since by far the majority of students we will teach will not become academics in our own field, I would suggest that our responsibility is not so much giving them as much ancient world as possible, but, instead, to teach them how to incorporate ancient material into their ways of thinking--about other kinds of material, material from other periods, about comparative work, about de-naturalizing their expectations, etc.

Collaboration on both a macro- and micro- scale: as we begin to reconnect with one another after a long year (and more) of isolation, this absolutely has the chance to be the moment where we put aside more individualistic models of scholarship or graduate education (which can ultimately contribute to narrowing) and think more collaboratively; strength through community-building [n.b.: collaboration as integral to STEM as well as in many non-academic fields; something we might consider integrating early on in undergrad education or grad training].

Is Classics ‘special’? No, but it provides endless opportunities to think about a range of contemporary issues. This has been my approach in teaching in South Africa where there has for many decades been pressure on Classics departments to justify their existence. I have never taught Classics in a ‘traditional’ way. I continuously ask myself whether I can justify what I do and how I teach. If my answer ever becomes no, then I will stop.

Building an accessible Latin program begins with creating a space where all students belong, where they know that they are seen and valued just as they are, and where they feel like they are part of something exciting. Community and connection are values of many Classics educators; in fact, many of us have likely chosen this career path because of the sense of community we experienced in our high school Latin class, or in Latin Club, or by attending meals at our professors’ homes during our undergrad or graduate years.

Latin is required for 7th- and 8th-grade students at X School, where I teach. However,

"Is classics truly for everyone? If the study of classics is defined as “learning the Latin or ancient Greek languages,” what about students who have trouble reading? What about students who are learning English? What about students who have behavioral conditions that make sustained study of a language challenging? What about students whose school system doesn’t allow them the opportunity to study a second language? Many of the students in these categories come from economically disadvantaged communities.

Students transferring to four-year institutions from two-year colleges (the “new traditional” adult student) face distinct challenges: they are expected, in a time that for many is an intense and sometimes alienating social experience, to be able to do research and write at a high level, often facing a type of research assignment they have never seen before. I will discuss some strategies for using low-stakes assignments to help model, at small scale, the process of writing academic papers.

            Carey Perloff, classicist and artistic director emerita of the American Conservatory Theatre, relates that “…[i]t worries me that we’re losing classical theater in this country because people think that it’s old white men…5th Century Athens was not white, or all white, there were Egyptians, there were Persians—we are naïve that way in the judgements that we make.”

A colleague recently told me ‘the problem with Classics is that too many people who teach it think that if they got in a time machine and went back to ancient Rome they would be a senator.’ This association with the aristocratic, male gaze is problematic as we try to diversify Classics and make it accessible to students from all backgrounds. The question for instructors at all levels then becomes how we enable students to break free from this gaze and engage with the diverse reality of the ancient world.

“take ‘the whole question out of the hands of the Greeks’”

George B. Glidden 

“I am happy to be in the excellent company of Du Bois, Mazrui, and others….”

Martin Bernal