Classics at Primary School: A Tool for Social Justice

Cover
Half Title
Series Page
Title Page
Copyright Page
Dedication
Table of Contents
List of figures
List of tables
Acknowledgements
1 Connecting social justice and classical languages
	1.1 The edge of the beginning
	1.2 Social inequity and education
		1.2.1 Mechanics of social inequity
		1.2.2 The role of educational inequity
	1.3 Classics and social justice
		1.3.1 ‘The glory that was Greece // and the grandeur that was Rome’
		1.3.2 Classics and educational barriers
	1.4 Conclusion and reflection tools
2 Raising young heroes – teaching Latin and ancient Greek at primary school
	2.1 Classics at primary school in the US and Europe
		2.1.1 ‘Latin words are like sticks of
dynamite’: Latin in US primary schools
		2.1.2 From the UK to Greece: primary school classics projects in Europe
	2.2 Introducing the Ancient Greeks – Young Heroes project
		2.2.1 From literacy to young heroes: redefining ancient Greek
		2.2.2 ‘It was fun and I miss the teachers’: the project’s impact
		2.2.3 Aspirations and literacy: research findings
	2.3 Good practice
		2.3.1 What do you mean by ‘classics’?
		2.3.2 Who would teach the course?
		2.3.3 What would be the course format?
	2.4 Conclusion and reflection tools
3 Six steps to transformative learning through classics at primary school
	3.1 Classics and disorientation in the primary classroom
		3.1.1 The challenges of multidiversity
		3.1.2 Classics and the ‘zone of optimal confusion’
		3.1.3 Example 1: a lack of disorientation
		3.1.4 Example 2: finding a balanced disorientation
		3.1.5 Example 3: a disorientation of pain
	3.2 ‘This pedagogy will be made and remade’
		3.2.1 Step 1: backward design
		3.2.2 Step 2: broadening the canon for local teaching
		3.2.3 Step 3: deepening learning from 5Fs to 3Ps
		3.2.4 Step 4: knowledge co-creation
		3.2.5 Step 5: applied assessment
		3.2.6 Step 6: courageous conversations
	3.3 Conclusion: from disorienting dilemma to transformative learning
	3.4 Reflection tools
4 Six ‘how-to’ questions on teaching Latin and ancient Greek language at primary school
	4.1 Transformative curriculum-building in action
		4.1.1 Question 1: how to design a transformative learning course?
		4.1.2 Question 2: how to teach the ancient Greek alphabet?
		4.1.3 Question 3: how to teach Latin or ancient Greek grammar?
		4.1.4 Question 4: how to integrate pupils’ home languages?
		4.1.5 Question 5: how to approach Latin or ancient Greek texts?
		4.1.6 Question 6: how to build up linguistic knowledge without rote learning?
	4.2 Conclusion: transformative learning through a translanguaging approach
	4.3 Reflection tools
5 Community engagement between pupils and policy
	5.1 Ripples of community engagement
		5.1.1 Engaging with learners and teachers: from transaction to co-creation
		5.1.2 Engaging with families and communities: taking classics home
		5.1.3 Engaging with the media and policymakers: from pedagogy to practice-based research
	5.2 Community resistance to classics and how to respond to it
		5.2.1 You’d be better off teaching pupils more [insert national language/s of your country]
		5.2.2 You’d be better off teaching them Chinese
		5.2.3 It’s just not for these pupils
		5.2.4 Pupils will be disappointed when they want to study classics at secondary school and aren’t smart enough
	5.3 Conclusion and reflection tools
Conclusion
Bibliography
Index