Arlene Holmes-Henderson – författare

This volume explores innovative ways of expanding classical languages and cultures to educational and museum audiences. It shows that classical subjects have an important role to play within society and can enrich individuals’ lives in many different, and perhaps surprising, ways. Chapters present projects covering literacy and engagement with reading, empowering students to understand and use new types of vocabulary, discovering the personal relevance of ancient history and the resonance of ancient material culture and stories. Contributors demonstrate that classical subjects can be taught cost-effectively and inclusively by non-specialist teachers and in non-traditional settings. In their various ways, they highlight the need to rethink the role of Classics in twenty-first-century classrooms and communities. Recommendations are made for further development, including ways to improve research, policy and practice in the field of Classics education.Expanding Classics presents an important series of case studies on classical learning, of interest to museum educators, teacher trainers, school leaders and curriculum designers, as well as those teaching in primary, secondary and further education settings in the UK and worldwide.

This volume explores innovative ways of expanding classical languages and cultures to educational and museum audiences. It shows that classical subjects have an important role to play within society and can enrich individuals’ lives in many different, and perhaps surprising, ways. Chapters present projects covering literacy and engagement with reading, empowering students to understand and use new types of vocabulary, discovering the personal relevance of ancient history and the resonance of ancient material culture and stories. Contributors demonstrate that classical subjects can be taught cost-effectively and inclusively by non-specialist teachers and in non-traditional settings. In their various ways, they highlight the need to rethink the role of Classics in twenty-first-century classrooms and communities. Recommendations are made for further development, including ways to improve research, policy and practice in the field of Classics education.Expanding Classics presents an important series of case studies on classical learning, of interest to museum educators, teacher trainers, school leaders and curriculum designers, as well as those teaching in primary, secondary and further education settings in the UK and worldwide.

A timeless tool for effective communication, civic participation and a means to deciphering the human condition, rhetoric is now enjoying a revival in schools. This book positions rhetoric as an essential component of the curriculum, helping learners to read and think critically, listen actively and speak persuasively. Beyond this, it shows how rhetoric empowers young people with the knowledge and skills to become informed and critical citizens.Drawing on the authors’ expertise in teaching, curriculum design and academic research, the book considers what it means to teach rhetoric, why there is a rationale to do so with fidelity, and offers guidance for implementing it across the curriculum. It offers a progression model to help students understand the social structures of language through the subjects they already study with a sensitivity to the subject content.Essential reading for teachers and school leaders, this pioneering text provides everything needed to revive rhetoric in schools, enabling students to thrive both academically and in the wider world.The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution (CC BY) 4.0 license.

A timeless tool for effective communication, civic participation and a means to deciphering the human condition, rhetoric is now enjoying a revival in schools. This book positions rhetoric as an essential component of the curriculum, helping learners to read and think critically, listen actively and speak persuasively. Beyond this, it shows how rhetoric empowers young people with the knowledge and skills to become informed and critical citizens.Drawing on the authors’ expertise in teaching, curriculum design and academic research, the book considers what it means to teach rhetoric, why there is a rationale to do so with fidelity, and offers guidance for implementing it across the curriculum. It offers a progression model to help students understand the social structures of language through the subjects they already study with a sensitivity to the subject content.Essential reading for teachers and school leaders, this pioneering text provides everything needed to revive rhetoric in schools, enabling students to thrive both academically and in the wider world.The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution (CC BY) 4.0 license.

This book explores the questions of when, where, how and why Aristotle has appeared in England, Scotland, Ireland and Wales since the Restoration in 1660, through to Irish Independence in 1922.The primary focus is on ethics and politics, natural science, and rhetoric and the arts. Chapters explore the impact of specific events in the history of Aristotelian reception over this period, taking the reader thematically on a journey through Aristotle’s diverse academic interests. The authors argue that Aristotle's authority has been omnipresent but never monolithic: it has been vigorously contested. This giant of western culture has by no means been used uniformly to reinforce established authority or symbolise Catholic conservatives; he has equally been adopted by radicals and progressives. Aristotle’s authority has been invoked by apologists for absolute monarchy and by Chartist revolutionaries; by patriarchal opponents of women’s rights and by suffrage activists; by apologists for slavery and by advocates of universal suffrage; by critics of stage censorship and by its advocates; by Deists questioning God’s involvement in human affairs and Roman Catholics insisting upon it. This volume explores all these various interpretations, appropriations and adaptations of his work.This fascinating study appeals not only to students and scholars of classics and philosophy, but also to specialists in British and Irish early modern and modern history, popular culture, political and intellectual history, as well as those studying the history of science, sexuality, and rhetoric.

This book explores the questions of when, where, how and why Aristotle has appeared in England, Scotland, Ireland and Wales since the Restoration in 1660, through to Irish Independence in 1922.The primary focus is on ethics and politics, natural science, and rhetoric and the arts. Chapters explore the impact of specific events in the history of Aristotelian reception over this period, taking the reader thematically on a journey through Aristotle’s diverse academic interests. The authors argue that Aristotle's authority has been omnipresent but never monolithic: it has been vigorously contested. This giant of western culture has by no means been used uniformly to reinforce established authority or symbolise Catholic conservatives; he has equally been adopted by radicals and progressives. Aristotle’s authority has been invoked by apologists for absolute monarchy and by Chartist revolutionaries; by patriarchal opponents of women’s rights and by suffrage activists; by apologists for slavery and by advocates of universal suffrage; by critics of stage censorship and by its advocates; by Deists questioning God’s involvement in human affairs and Roman Catholics insisting upon it. This volume explores all these various interpretations, appropriations and adaptations of his work.This fascinating study appeals not only to students and scholars of classics and philosophy, but also to specialists in British and Irish early modern and modern history, popular culture, political and intellectual history, as well as those studying the history of science, sexuality, and rhetoric.

This book is the first to connect Classics with Public Policy, opening up discussion of the study and application of Classics in, and for, policy communities across the United Kingdom.It confronts and dismantles existing dominant narratives that classicists do not ‘do’ policy and shows that, like any other skill, policy engagement can be taught. It provides examples from UK research and policy contexts and makes suggestions for how subject associations, learned societies and universities can embed the pedagogy of policy engagement into their courses. Contributions range from academic classicists to a Former Secretary of State to a current junior civil servant, and each reflects on their routes into policy and recommends ways for colleagues to begin, or extend, their policy influence. At a time when the Arts and Humanities are under increasing financial pressures, this book provides much-needed case studies of personal and professional experiences which highlight the ‘value’ of classicists’ research, evidence for informing policy priorities and the ‘relevance’ of Classics for employability and career success in UK government, parliament and beyond.This volume is of interest to anyone studying or working in the fields of Classics and public policy, particularly in the UK.

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.

An Open Access edition is available on the Liverpool University Press website, thanks to funding from the Arts and Humanities Research Council (AHRC).In the UK A-Levels and GCSEs in Classical Civilisation and Ancient History offer exciting avenues through which to access the cultures of people who spoke ancient Greek and Latin, and their neighbours, across the ancient Mediterranean and Black Sea worlds. They are inherently interdisciplinary, offering an outstanding opportunity to study a civilisation in the round, using diverse sources from literary and philosophical texts to legal documents, inscriptions, art, architecture and archaeology. Yet many people are either unaware of the existence of these courses, or do not understand their contents. This unprecedented study, by two Classics Professors at the University of Durham with extensive experience of teaching in schools and HEIs, charts the subjects’ historical development and emergence in their current form since the mid-20th century, explaining and illustrating their contents. It describes the skills and competencies that they confer, which are valued by university admissions offices and employers alike. It presents the results of interviews with several significant participants in the story of these classical subjects and of questionnaires filled in by many additional teachers and students. It also offers practical advice on how to introduce Classical Civilisation and/or Ancient History at secondary level, with guides to bibliographical and other resources.

A collection of 50 think pieces showcasing perspectives on curriculum theory and practice, presented by the British Educational Research Association (BERA), in conjunction with the British Curriculum Forum (BCF).Written by eminent curriculum makers and innovators working across the UK and beyond, the contributions share insights into the study and practical implementation of curriculum in schools, colleges, universities, and other formal and informal educational settings. Contributors include Rachel Lofthouse, Tim Oates, Mark Priestley, Beng Huat See, Sonia Thompson and Michael Young.Curriculum in a Changing World explores historical and contemporary approaches to curriculum design, highlighting the evolution from knowledge-focused curricula to competency-based frameworks. Providing valuable insights for all educators, policymakers and researchers, the think pieces delve into government policy; issues of equality, diversity and inclusion; school-based innovations; and teacher education. Future directions for curriculum are considered in the context of seismic shifts in society, from global ecological concerns to a digital revolution. The book celebrates the rich landscape of curriculum innovation and research in the four UK nations and beyond, and builds on an illustrious heritage, including the seminal tradition of research and development founded by Lawrence Stenhouse.Published to mark BERA’s 50th anniversary, this unique volume is edited by the steering group of the BCF, a vibrant and active network united by a deeply held interest in the study of theoretical, innovative and practical elements of curriculum.

An Open Access edition will be available on publication on the Liverpool University Press website, thanks to funding from the Arts and Humanities Research Council (AHRC).Humanities Forward brings together scholars and practitioners who have developed innovative responses to the challenges facing the Humanities. International, interdisciplinary, and intergenerational, their contributions illuminate, in diverse ways, the impact, value, and societal relevance of the Humanities in the 21st century. There is a need for researchers to communicate the value of what they do, and there is a need for policymakers to recognize the immense contributions, individual and societal, made by the Humanities. As one of the book’s contributors puts it, “it is not trivial to consider the sum of human happiness that is owed solely to the continued existence of humanities subjects.”This book offers a roadmap for both researchers and public stakeholders, showcasing best practices across a wide range of disciplines. Challenging provocations sit side by side with insightful analysis, asking the reader to be part of a collective conversation. Whether in Europe, South America, or Oceania (and beyond), this volume offers fresh perspectives from academics, publishers, research funders, and schoolteachers. Together, they articulate what the Humanities stand for, on their own terms.

An Open Access edition will be available on publication on the Liverpool University Press website, thanks to funding from the Arts and Humanities Research Council (AHRC).Humanities Forward brings together scholars and practitioners who have developed innovative responses to the challenges facing the Humanities. International, interdisciplinary, and intergenerational, their contributions illuminate, in diverse ways, the impact, value, and societal relevance of the Humanities in the 21st century. There is a need for researchers to communicate the value of what they do, and there is a need for policymakers to recognize the immense contributions, individual and societal, made by the Humanities. As one of the book’s contributors puts it, “it is not trivial to consider the sum of human happiness that is owed solely to the continued existence of humanities subjects.”This book offers a roadmap for both researchers and public stakeholders, showcasing best practices across a wide range of disciplines. Challenging provocations sit side by side with insightful analysis, asking the reader to be part of a collective conversation. Whether in Europe, South America, or Oceania (and beyond), this volume offers fresh perspectives from academics, publishers, research funders, and schoolteachers. Together, they articulate what the Humanities stand for, on their own terms.