Theory as an Inclusive Pedagogical Tool: Postcolonial Theory and the Greco-Arabic Translation Movement in Today's Ancient History Classrooms

Abstract

ABSTRACT:This article explores postcolonial theory as a teaching tool for use in the ancient history classroom. Postcolonial theory is invaluable in the diverse classrooms in which we teach today, offering our students—and ourselves—powerful new ways for seeing and considering issues of marginality, representation, and the nuances of interactions between cultures. I use as case study my own field of research expertise, namely the medieval Islamicate engagement with ancient Greco-Roman science. I also offer examples of secondary literature on postcolonial theory that work well in the classroom, plus excerpts of relevant primary source literature from my own research field.