Centering the Margins

This panelist will discuss ways to integrate race/ethnicity, gender/sexuality, daily life, classical receptions, role playing and non-Classical comparative material culture from a museum setting into history survey courses as ways to engage both the diversity of the ancient Mediterranean and questions of relevance for the contemporary world. The presentation will provide information and data on how integrating these topics and approaches changes the classroom experience.

This panelist will discuss the use of material culture and archaeology to critically approach questions of gender, class, and ethnicity in civilization, history, and mythology courses, as well as the use of epigraphic evidence and inscribed objects to create a more inclusive study of the ancient world for introductory language students.

Studies have shown that students learn best when they connect course material to personal experience and prior knowledge and contexts. Given the focus of mythology courses on story-telling, cultural values, and social norms, there is ample opportunity, as well as pedagogical justification, to consider the relevance of ancient narrative and its study to students' personal lives and the broader world in which they live.

This panelist will discuss approaches to inclusivity in the language classroom, particularly in beginning language courses, when instructors are teaching from a textbook that uncritically presents problematic material. In particular, this presentation discusses strategies for addressing objectionable content without taking too much time away from language instruction as well as easy ways to supplement textbook content to introduce for diverse viewpoints.

One of the biggest challenges for creating a more inclusive classroom is breaking up traditional forms of conveying information (the syllabus) and assessing knowledge (exams, papers, discussions). As one of the first introductions to a course, the syllabus itself is often a barrier to student enrollment and engagement. Creating a dynamic teaching and learning environment involves re-thinking our notions of not only course content but also course format and expectations.