Steps towards inclusivity: modifying challenging content, navigating pedagogical materials and initiating student reflection within the Classics classroom

Abstract

Although there is plenty of scholarship regarding the concerns of addressing controversial and sensitive subject manner in the Classics classroom, and I have considered these to quite an extent, my own interest in these practices emerged where they matter the most: my own experiences within the classroom. For me, it came to a head with one pupil who demonstrated an active enthusiasm for Latin study and the classical world at large, but was slowly becoming disheartened after several classes, despite not displaying any overt academic challenges to any of the presented material. When I brought this issue up privately with her, she said: ‘Sir, it sucks that this culture and language which I adore, wouldn't value me as much I value it.’ She also expressed regret at choosing Latin, as she felt ‘it seems to be a subject where only boys can succeed.’ It also became apparent that this consensus was common, and shared with several of her friends and peers. This paper describes some of the actions I undertook to address their sensitivities in the Classics classroom.

Keywords

• Cambridge Latin Course
• Latin
• pedagogy
• inclusion