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

IF 0.2 0 CLASSICS Journal of Classics Teaching Pub Date : 2023-11-29 DOI:10.1017/s2058631023000879
David Peddar
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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.
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实现包容性的步骤:修改具有挑战性的内容,引导教学材料,并在经典课堂中发起学生反思
尽管有很多学术研究关注如何在古典文学课堂上处理有争议和敏感的主题,我也在相当程度上考虑了这些问题,但我对这些实践的兴趣出现在它们最重要的地方:我自己在课堂上的经历。对我来说,有一个学生对拉丁语研究和古典世界表现出积极的热情,但在几节课之后,他慢慢地变得灰心丧气,尽管他对所呈现的材料没有表现出任何明显的学术挑战。当我私下向她提出这个问题时,她说:“先生,我所崇拜的这种文化和语言没有像我那样重视我,这太糟糕了。”她还对选择拉丁语表示遗憾,因为她觉得“这似乎是一门只有男孩才能成功的学科”。很明显,这个共识很普遍,她的几个朋友和同龄人也有同感。本文描述了我在古典文学课堂上为解决他们的敏感问题所采取的一些行动。
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来源期刊
CiteScore
0.30
自引率
0.00%
发文量
59
审稿时长
24 weeks
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