Editors' Note

Abstract

In lieu of an abstract, here is a brief excerpt of the content:

• Editors' Note

this fall 2023 issue of TAPA brings some familiar sections and some new features. As is the custom at TAPA, our Fall issue contains Matthew Santirocco's Presidential Address, originally delivered at the 2023 SCS Annual Meeting in New Orleans. Paragraphoi, following the model of our section "Classics After Covid" (Spring 2022), continue to be dedicated to issues of broad disciplinary relevance. Almost a year ago, we invited TAPA Associate Editors to suggest themes for Paragraphoi, and Catherine Conybeare proposed a section that would address the themes of rupture and return from a variety of perspectives, focusing especially on graduate students, early-career, and minoritized members of the discipline. "Rupture and Return," conceived, curated, and edited by Catherine Conybeare, offers a multi-generational assessment of pressing issues affecting our community filtered through the very personal views and experiences of a diverse group of authors. In addressing questions of community, inclusion, and identity, the Paragraphoi in this issue look forward to TAPA's upcoming special issue "Race and Racism: Beyond the Spectacular", edited by Sasha-Mae Eccleston and Patrice Rankine, and scheduled for Spring 2024. Finally, we are proud to highlight two exciting pieces on the pedagogy of classical language (Colin Shelton's "What skills do students need for upper division Latin?" and Tom Keeline and Tyler Kirby's "Latin Vocabulary and Reading Latin: Challenges and Opportunities"). Pedagogy research has not typically been a focus of TAPA, but given the role that teaching plays in the lives of most members of the field – and its critical importance in ensuring the field's future – we are pleased to spotlight some of the valuable research into this area. While we continue to learn from specialized journals dedicated to classical pedagogy and from the long-standing investment of colleagues in this area of research and practice, we hope that TAPA too will become a venue for debates about pedagogy, including but not limited to language teaching. [End Page vii]

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