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As the field of Classical Studies has sought to maintain its relevance in our ever-changing modern world, it has begun to incorporate new approaches. Today there is much more scholarship on topics such as gender, sexuality, and race in the ancient world, for example, than there was even thirty years ago. Much of this change has resulted from the incorporation of theoretical frameworks from fields outside of classical studies, including literary criticism, gender and sexuality studies, and social theory. Yet there is still so much work to be done, especially when it comes to understanding marginal groups in antiquity, such as women, ethnic minorities, and sexual minorities.
One framework that has been underutilized in the field of Classical Studies is global/transnational feminism, a feminist approach that challenges the tendencies of Western feminism to universalize the Western experience onto other cultures. Global/transnational feminism instead examines the diverse experiences of women and sexual minorities across the globe and takes into consideration how the intersections of cultural, economic, religious, social, and political structures impact individuals in different places.
A recent surge of critical focus on pseudoscience and classics focused on issues from Hippocrates and scientific racism to the racial bias of Ancient Aliens sees scholars doing the work to convince our field that classicists, historians, and archaeologists ought to take action to address the dissemination of pseudoscientific views in popular media. Yet once we’ve accepted that we should confront pseudoscience in classics and archaeology, we find ourselves confronted with a rather different question: how can we best teach this in our classrooms?
When I was assigned as a teaching assistant for Intro to Greek Art and Archaeology last winter, I admit my first feeling was of slight trepidation: outside one requisite archaeology course for my bachelor’s degree, my classical training had skewed heavily toward philology and literary analysis. How could I hope to leave a lasting impression on fifty students, with material I hadn’t “officially” studied in a course since my own freshman year, with only one fifty-minute discussion section per week?
Reframing Wisdom Literature: Problematising Literary and Religious Interactions in Ancient Wisdom Texts
Below is a list of the most recent NEH grantees and their Classically-themed projects. The NEH helps fund a number of SCS initiatives, and their support affects the field of Classics at a national and local level.
- Suzanne Obdrzalek (Claremont McKenna College) - "Plato's Philosophy of Mind: Soul, Body and Forms in Plato's Oeuvre"
William Seales (University of Kentucky Research Foundation) - "Reading the Invisible Library: Rescuing the Hidden Texts of Herculaneum
Project Description: The continued development of computerized techniques to recover writings from the Herculaneum library, the entire collections of which were destroyed by the eruption of Mount Vesuvius in 79 BCE
- Thomas Keeline (Washington University in St. Louis) - "Latin Textual Scholarship in the Digital Age: An Open-Access Critical Edition of Ovid's Ibis and its Scholia"
- Rachana Kamtekar (Cornell University) - "Human Agency and Cause from Aristotle to Alexander"
- Katharina Volk (Columbia University) - "The Politics of Knowledge in Late Republican Rome"
- Paul Iverson (Case Western Reserve University) - "The 2,000-Year-Old Calculator Known as the Antikythera Mechanism and Ancient Greek Calendars"
The 3rd North American Congress of Greek and Latin Epigraphy
“Inscriptions and the Epigraphic Habit”
Call for papers:
The third North American Congress of Greek and Latin Epigraphy will be held January 5-7, 2020, in Washington, D.C., under the aegis of the American Society of Greek and Latin Epigraphy (ASGLE), and with support from Georgetown University.
The congress will be held immediately following the Annual Meeting of the Archaeological Institute of America and the Society for Classical Studies in Washington DC (January 2-5, 2020), and will include thematic panels on a variety of topics, a poster session, and possible excursions. We invite papers that present epigraphy related to the ancient world from the archaic period through late antiquity.
The congress organizing committee is pleased to invite individual abstracts for the parallel sessions (for papers of 20 minutes) and for the poster session.
Panels may be devoted some of the following themes:
BRITAIN'S EARLY PHILOSOPHERS (Durham, April 1-2, 2019)
The Durham Centre for Ancient and Medieval Philosophy (http://dcamp.uk) is hosting a two-day workshop on Britain's Early Philosophers and is seeking abstracts for contributed talks on any aspect of philosophy and philosophers born in or living in Britain before 1000.
The local guide to San Diego is now available! Many thanks to our local arrangements committee.
As a reminder, December 14 is the deadline to sign up for our Career Networking session and to make a hotel reservation at our group rate.
See our 2019 Annual Meeting page for details.
Xenoi: Hospitality and Xenophobia in the Graeco Roman World
Keynote Speaker: Rebecca Futo Kennedy, Denison University
The PhD/MA Program in Classics at the Graduate Center of the City University of New York invites graduate students in Classics or related fields to submit abstracts for papers that explore the topics of hospitality and xenophobia in the Graeco-Roman world.
Hospitality is commonly recognized as an important value in the ancient Greek world. Xenia - or guest friendship - was a political and religious institution as well as an instrument of diplomatic relations. Through practices of supplications, strangers and foreigners demanded to be received in aristocratic houses or in whole cities. On the other hand, there is an emerging debate about the existence of xenophobia and ethnocentrism in the ancient world, from the distinction between Greeks and barbarians to the Roman treatment of enemies and slaves.
As part of the organization's Sesquicentennial celebrations, SCS has developed a short history of its book publications. You can read that history here and download a full list of books published by SCS, formerly the American Philological Association.
DEADLINE EXTENDED until Mon., Feb. 18: Conference on “Teaching Rome at Home"
The Department of Classics at the University of Maryland, College Park, invites proposals from university and K-12 teachers and graduate students for papers and workshops on the ways in which Latin and ancient Roman civilization are now being taught to and connected with a contemporary American audience, with special emphasis on issues of contemporary urgency such as the legacies of gender and social inequality and of slavery.
The "Classics" were etymologically and institutionally synonymous with attending "class" in the United States from the colonial period up until the end of the nineteenth century. Americans studied Roman history and literature in school and thus Rome seemed already to be their “home,” especially since the Romans deposed kings who once ruled them just as revolutionary Americans set out to do with the British King. Over its second century, however, America gradually confronted its idealization of a Roman past and began to explore, in discussions of women's rights, of sexual identity, of multiculturalism, and of the fall of Rome, the ways in which the realities of antiquity might speak to us.