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E-grāmata: Classics at Primary School: A Tool for Social Justice

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Classics at Primary School: A Tool for Social JusticePalielināt
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This is the first book to provide a practical toolkit, grounded in both current educational practice and pedagogical research, on teaching Latin and ancient Greek at primary school with the aim of empowering primary school age children who do not traditionally get access to Classics in education.

Taking the authors decade of experience in coordinating primary school-level Classics projects in the UK and Belgium as a starting point, this book investigates how we can move towards educational equity by teaching primary school students Latin or ancient Greek. Following an introduction to educational inequity and the role of Classics in this, readers encounter four aspects of teaching Classics at primary school which, together, improve educational equity: widening participation, transformative learning, translanguaging, and community engagement. Through reflections on the authors personal experiences, practical steps are set out in each chapter to demonstrate how these ancient languages may be taught at primary school in ways that are accessible for every pupil. Each chapter ends with a series of reflection questions to help readers consider future practices.

Classics at Primary School: A Tool for Social Justice is designed for all those engaged or interested in teaching Latin or ancient Greek at the primary school level. Both the practical and theoretical components of this book appeal to teachers as well as researchers and policy makers with a background in education and/or Classics.

Recenzijas

"Classics at Primary School is an engaging and accessible read that has something to offer all educators, classics or not, who are interested in teaching for social justice or adopting a more culturally responsive approach. The authors demonstrated use of effective self-reflection, her argument for how classical languages have a place in social justice activism, and her detailed practical guide for creating transformative learning experiences within classics programmes are important contributions to the professional fields of classics and education." - Jessica Richardi, LSE

"Classics at Primary School compiles many of the best approaches to inclusive classroom teaching and makes them applicable for the classics teacher... The book exposes readers to the very real connection between classics and social justice and also provides teachers the necessary tools to reflect on their own pedagogy. The book is a must read for both novice and experienced teachers who wish to take steps towards a more inclusive classical education." - Bryn Mawr Classical Review

"This is a book which should be read not only by those of us already committed to promoting Classics but also by practitioners, senior leaders and administrators who are not specialists but who may find here a radical way of revising their school programmes and curriculum to develop the cultural capital of their more disadvantaged children." - Euroclassica

"This book is particularly helpful to any stakeholders within primary education who are currently teaching Classics in some way, and for those who are interested in introducing the subject to their primary school classes." - Journal of Classics Teaching

List of figures
xi
List of tables
xiii
Acknowledgements xv
1 Connecting social justice and classical languages
1(22)
1.1 The edge of the beginning
1(2)
1.2 Social inequity and education
3(7)
1.2.1 Mechanics of social inequity
4(1)
1.2.2 The role of educational inequity
5(5)
1.3 Classics and social justice
10(8)
1.3.1 `The glory that was Greece // and the grandeur that was Rome'
10(2)
1.3.2 Classics and educational barriers
12(6)
1.4 Conclusion and reflection tools
18(5)
2 Raising young heroes - teaching Latin and ancient Greek at primary school
23(22)
2.1 Classics at primary school in the US and Europe
23(5)
2.1.1 `Latin words are like sticks of dynamite': Latin in US primary schools
23(3)
2.1.2 From the UK to Greece: primary school classics projects in Europe
26(2)
2.2 Introducing the Ancient Greeks-Young Heroes project
28(8)
2.2.1 From literacy to young heroes: redefining ancient Greek
28(2)
2.2.2 `It was fun and I miss the teachers': the project's impact
30(3)
2.2.3 Aspirations and literacy: research findings
33(3)
2.3 Good practice
36(5)
2.3.1 What do you mean by `classics'?
36(2)
2.3.2 Who would teach the course?
38(2)
2.3.3 What would be the course format?
40(1)
2.4 Conclusion and reflection tools
41(4)
3 Six steps to transformative learning through classics at primary school
45(26)
3.1 Classics and disorientation in the primary classroom
45(10)
3.1.1 The challenges of multidiversity
45(2)
3.1.2 Classics and the `zone of optimal confusion'
47(2)
3.1.3 Example 1: a lack of disorientation
49(1)
3.1.4 Example 2: finding a balanced disorientation
50(3)
3.1.5 Example 3: a disorientation of pain
53(2)
3.2 `This pedagogy will be made and remade'
55(10)
3.2.1 Step 1: backward design
55(1)
3.2.2 Step 2: broadening the canon for local teaching
56(2)
3.2.3 Step 3: deepening learning from 5Fs to 3Ps
58(2)
3.2.4 Step 4: knowledge co-creation
60(1)
3.2.5 Step 5: applied assessment
61(4)
3.2.6 Step 6: courageous conversations
65(1)
3.3 Conclusion: From Disorienting Dilemma to Transformative Learning
65(2)
3.4 Reflection tools
67(4)
4 Six `how-to' questions on teaching Latin and ancient Greek language at primary school
71(30)
4.1 Transformative curriculum-building in action
71(23)
4.1.1 Question 1: how to design a transformative learning course?
71(5)
4.1.2 Question 2: how to teach the ancient Greek alphabet?
76(6)
4.1.3 Question 3: how to teach Latin or ancient Greek grammar?
82(4)
4.1.4 Question 4: how to integrate pupils' home languages?
86(4)
4.1.5 Question 5: how to approach Latin or ancient Greek texts?
90(2)
4.1.6 Question 6: how to build up linguistic knowledge without rote learning?
92(2)
4.2 Conclusion: transformative learning through a translanguaging approach
94(3)
4.3 Reflection tools
97(4)
5 Community engagement between pupils and policy
101(13)
5.1 Ripples of community engagement
101(7)
5.1.1 Engaging with learners and Teachers: From Transaction to Co-creation
102(2)
5.1.2 Engaging with families and communities: taking classics home
104(2)
5.1.3 Engaging with the media and policymakers: from pedagogy to practice-based research
106(2)
5.2 Community resistance to classics and how to respond to it
108(3)
5.2.1 You'd be better off teaching pupils more [ insert national language/s of your country]
108(1)
5.2.2 You'd be better off teaching them Chinese
108(1)
5.2.3 It's just not for these pupils
109(1)
5.2.4 Pupils will be disappointed when they want to study classics at secondary school and aren't smart enough
110(1)
5.3 Conclusion and reflection tools
111(3)
Conclusion 114(5)
Bibligraphy 119(12)
Index 131
Evelien Bracke currently lectures Ancient Greek Literature and Teacher Training at Ghent University (Belgium). She coordinates the Ancient Greek Young Heroes project which brings ancient Greek to primary school pupils growing up in deprived circumstances, and has published widely on the topic.
Biežāk uzdotie jautājumi par e-grāmatām Biežāk uzdotie jautājumi par e-grāmatām
Permanent link: https://www.kriso.lv/db/97810008352436e.html
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