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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.
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.
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