Celebrating Egyptian Month in Reading

Authors: Dr Hana Navratilova and Dr Claudina Romero Mayorga

Date: December 2021

The Department of Classics at the University of Reading celebrated the Egyptian Month with research and teaching activities as well as with the interactive event — Live Forever! Welcome to the Underworld — held as part of the Being Human Festival!  

In October 2021, Dr Hana Navratilova spent several weeks working with the Egyptian Expedition of the Metropolitan Museum of Art, New York, at the site of Dahshur in Egypt. At the same time Dr Navratilova continued teaching and serving as our Department’s Director of Academic Tutoring from her desert location, which had surprisingly good internet speed. The site of Dahshur is located south of the Egyptian capital, Cairo, and belongs to a large group of pyramid fields, i.e. necropoleis dominated by Old and Middle Kingdom pyramid complexes (3rd and 2nd millennium BCE).

Photo: A sunset in the desert (credit: Hana Navratilova)

The Metropolitan Museum international team works together with the Ministry of Antiquities of the Arab Republic of Egypt and research teams specialising at the pyramid precinct of Senwosret III, which has a very long history, starting well before this Middle Kingdom sovereign and continuing until the Roman period. The Greco-Roman history of the site involves a large cemetery: the pyramid of Senwosret III was a place of royal burials, veneration, and admiration by generations of visitors. Its lifecycle turned a new page, however, when Ramesses II decided to use it as a quarry, and we are all excitingly waiting for further archaeological research on that aspect of its history to complement our understanding of the ways in which such an ancient site changed over time!

Photo: ongoing excavation in the demolition zone of the pyramid complex at the site of Dahshur in Egypt. Please note that Covid protection measures have been applied at the excavation area and in housing of the teams. Facemasks are now part of archaeological everyday life as are lateral flow tests!  (Photo credit: Hana Navratilova)

Dr Navratilova’s area of expertise focusses on the New Kingdom material, so-called visitors’ graffiti, while further research interests revolve around the pyramid biography. Monuments in Egypt have almost always a long history, which requires that we study their use, re-use, and reappropriation across time. This perspective on pyramids helps also in our interpretation of long lives of other Egyptian monuments, including temples. The temples at Abydos, for example, have long been in the focus of religious history and pilgrimage study by Prof. Ian Rutherford.

Photo: earlier drawing of a graffito (credit: Hana Navratilova)

The excavation work at Dahshur is still ongoing and we are truly excited to see what the archaeological spade will bring to light!  You can read more about the site of Dahshur at https://www.metmuseum.org/toah/hd/dapc/hd_dapc.htm

 

In addition, the Ure Museum of Greek Archaeology and the Department of Classics at the University of Reading hosted the interactive event ‘Live forever: welcome to the Underworld’ on the evening of 19 November 2021 thanks to a generous grant awarded by the Being Human Festival Hub (https://beinghumanfestival.org/events/live-forever-welcome-underworld).

This year’s theme was “renewal”, so we decided to recreate the ancient Egyptian and Greek underworlds. It was no paradox: far from being a terrifying experience, this was a life-affirming event, in which staff and students acted as guides to the Egyptian and Greek ways to eternity. The corridors and lecture rooms of the department were converted into different branches of the afterlife: our mortal guests were allowed to enter Elysium to discuss life and death with heroes of the Classical world, and then were tested by the tribunal of Osiris and the Egyptian gods, where their heart was balanced against the feather of Maat, the goddess of justice. If their life was found to be good, their name was to be remembered forever! In tune with remembrance as the theme of November, we hope to have shown how ancient cultures coped with the challenge of death and loss, which seemed suitable after a world-wide pandemic.

Live forever: welcome to the Underworld not only disseminated a topic extensively researched in the Department of Classics and the Ure Museum to a wider audience, but it also helped to create a sense of camaraderie among undergraduates and academics, especially after two years of lockdown. The event encouraged students to develop their own teaching resources when engaging our audiences: they created stand-up routines, devised new trails for the museum, learnt to play ancient games, etc.

Jenny, one of our students, said: “I am very grateful for the amazing opportunity to teach how to play Senet, an ancient Egyptian board game to our visitors. This was a very popular part of the event which saw children and parents competitively playing the game as well as asking questions about the Egyptian afterlife. Even one girl came up with the idea that the pieces could represent the need for all parts of your ba, or soul, to reach the afterlife to be together in eternal life”.

Harry designed museum trails on Ancient Egyptian and Greek funerary practices and much more: “What I liked most about the festival was the variety of stuff that was happening, meaning there was something for almost everyone who was interested in Ancient History. For those fascinated with drama, two plays were taking place in which students and professors alike dressed up as Ancient fictional characters such as gods and heroes in a re-enactment of the Underworld – one play was about the Egyptian afterlife, and the other about the Greek. Those with a liking for music in Antiquity were likely happy to hear Dr James Lloyd playing the aulos during the festival.”

You can get a taste of how the ancient Greek aulos sounds in this short video with Dr James Lloyd in the Reading Classics corridor: https://twitter.com/i/status/1461791868262440963.

Being Human Festival provided us with a perfect opportunity to recreate ancient Egypt and Greece, to offer an immersive experience to the local community and to show that, no matter how many millennia have gone by, antiquity remains relevant to understand how we cope with loss, time, the human, and the divine.

 

Follow us on social media:  

Twitter: @UniRdg_Classics 

Facebook: @UoRClassics

Instagram: @classicsuor

 

Follow the Ure Museum of Greek Archaeology on social media at: 

Twitter: @UreMuseum

Facebook: Ure Museum of Greek Archaeology

Instagram: @uremuseum 

Black History Month in Reading Classics

Author: Prof. Barbara Goff 

Date: 18 October 2021 

Reading Classics celebrate Black History Month with a visit from Shivaike Shah, co-creator and producer of the first global majority Medea produced by students at the University of Oxford, in 2018. This interactive event will be delivered online via MS Teams on 27th October at 2pm. Do join us in this talk to discuss the aims, challenges and successes of such an adaptation of one of the most famous Classical Greek tragedies. To register your interest to attend, please write to us at hod-classics@reading.ac.uk or visit our Facebook event page: https://fb.me/e/27eXLAIL2.

Please keep an eye on our social media and the event page as we shall circulate a joining link there closer to the date. You can also find more information about the event on our Facebook event page and social media. 

All welcome! 

In the run-up to this exciting event, here are some resources to get you thinking about some related issues.

  • Listen to our former colleague Professor Katherine Harloe on Detoxifying the Classics. Why are white nationalists and the far right so fond of Ancient Greece and Rome? Katherine looks at the ways in which the classical world is both used to lend respectability to the politics of hate, and distorted to give the false impression that it was an all-white space. Katherine was Professor of Classics at the University of Reading until the 1st October 2021, when she left to become Director of the Institute of Classical Studies in London. Go Katherine!
     
  • Listen to the many fascinating lockdown talks on the Everyday Orientalism site. This site, cofounded by our colleague Professor Rachel Mairs, seeks to offer a platform through which students, academics, and citizens can reflect on how history and power shape the way in which human societies define themselves through the “Other”.  Talks and other posts often focus on classical antiquity, ancient Egypt, and the ancient Near East, as well as looking at how those societies have been interpreted and reinterpreted by modern Western culture.
     
  • Check into the podcasts by Khameleon Classics, the team who will be talking about the all-BAME Medea later on this month. Podcast no.4 is by our colleague Professor Barbara Goff, talking about classics in the British colonies of West Africa.

In addition, on 25th October, Prof. Goff will be part of an interview with Femi Osofisan about his new production of Medaye, an adaptation of Medea.  The interview will also include Prof. Olakunbi Olasope of the Department of Classics at the University of Ibadan, who has visited Reading Classics a few times and given seminars on the reception of Greek and Roman theatre in West African drama. The interview will be available via the Archive for Performances of Greek and Roman Drama in November. Stay tuned for a link to listen to this exciting interview! 

Shivake Shah’s presentation, which will be delivered online on Wednesday 27th October at 2pm, comes as a culmination in the long devotion of Reading Classics in contributing to research approaches revolving around decolonisation, inclusivity, and diversity in Classics. To find out more about Medaye, its preparation, production, performance, and social engagement, you can read the following blog on Femi Osofisan’s Medaye in Ibadan by Olakunbi Olasope: https://classicalreception.org/african-blog-takeover-9/ .

A recent testament for our contribution to research and public engagement in plurality and diversity in Classics is the Inclusive Classics Initiative, led by Professor Barbara Goff (University of Reading) and Dr Alexia Petsalis-Diomidis (University of St Andrews). Over two days the workshop covered a range of subjects: barriers to inclusivity, current projects and approaches aimed at making Classics more inclusive, and priorities for future work. Bringing together multiple perspectives within the discipline, including Classics in higher education and secondary schools, the workshop provided space for discussion about marginalised groups, both during antiquity and as experienced in the subject today. Among other topics, the final panel of the workshop was a conversation among Professor Kunbi Olasope, Dr Idowu Alade, and Dr Monica Aneni from the University of Ibadan, whose discussion focussed on recent increase in Classics admissions in the university in Nigeria as well as on the significance of Classical education in pursuing a variety of careers. Read more about their latest online, international workshop ‘Towards a More Inclusive Classics II’ in our blog post about it at t.ly/8YLj.  

To find out more on the long-standing commitment of Reading Classics in promoting inclusivity, diversity, and decolonisation in Classics, visit https://www.reading.ac.uk/classics/

We look forward to seeing you all in this exciting BHM event on 27th October 2021.  

Follow Reading Classics on social media for the latest news on Reading Classics and our events: 

Twitter: @UniRdg_Classics

Facebook: @UoRClassics 

Instagram: @classicsuor

YouTube: UnivRdgClassics 

 

Report on ‘Towards a More Inclusive Classics II’ International workshop, organised by Professor Barbara Goff and Dr Alexia Petsalis-Diomidis

Authors: Jenny Messenger, Arlene Holmes-Henderson, Barbara Goff and Alexia Petsalis-Diomidis

Date: September2021

At the start of July 2021, the Inclusive Classics Initiative, led by Professor Barbara Goff (University of Reading) and Dr Alexia Petsalis-Diomidis (University of St Andrews), held its second online, international workshop ‘Towards a More Inclusive Classics II’. This event was co-chaired by Professor Barbara Goff (University of Reading) and Dr Arlene Holmes-Henderson (King’s College London/University of Oxford), and over two days the workshop covered a range of subjects: barriers to inclusivity, current projects and approaches aimed at making Classics more inclusive, and priorities for future work.

Bringing together multiple perspectives within the discipline, including Classics in higher education and secondary schools, the workshop provided space for discussion about marginalised groups, both during antiquity and as experienced in the subject today.

Themed around ‘Embedding Inclusive Practices’, the first panel, chaired by University of Nottingham doctoral candidate Ashley Chhibber, started with Professor Jennifer Ingleheart (University of Durham) speaking from a Head of Department’s perspective about creating a welcoming space for incoming students. Jennifer mentioned using individual expressions of identity (such as displaying the rainbow flag), the success of a staff race reading group, and the problems faced by departments trying to develop EDI initiatives on a small budget. Dr Naoko Yamagata discussed the Open University’s success of attracting a relatively large proportion of students with a declared disability, along with the challenge of having very low levels of ethnic diversity among the student population, and strategies used to make the curriculum more inclusive, from checklists that challenge assumptions to changing commonly used terms. Dr Marchella Ward (University of Oxford) offered thoughts on the need to take critiques from marginalised students seriously, and to carry out EDI work before publicising it, to avoid appearing to capitalise on the marketing appeal of diversity.

Panel Two featured a series of updates on current projects dealing with diversity and inclusivity, which had first been introduced in last year’s ‘Towards a more Inclusive Classics’ workshop. Dr Fiona Hobden and Serafina Nicolosi shared the results of a student survey carried out at the University of Liverpool, which suggested that while the teaching and learning environment was inclusive, improvements could be made to further diversify the curriculum by, for example, featuring more women outside the domestic sphere. Giving an update on the MAPPOLA project, Professor Peter Kruschwitz (University of Vienna) showed how two stories from the margins of the Roman empire were able to destabilise received narratives, and Dr Arlene Holmes-Henderson (King’s College London and University of Oxford) illustrated the sheer range of diversely positioned stakeholders in the UK Classics community, some of the success stories of knowledge exchange projects among these groups to date, and, crucially, identified future strategic actions required to improve collaboration.

Day Two began with a panel on ‘Decentring the Canon’, with talks from teachers in schools and colleges around the UK and Germany, as well as an update on the Christian Cole Society for Classicists of Colour. Anna McOmish (Aldridge School, Walsall) discussed the value of introducing an Ancient Middle East module into the Key Stage 3 History curriculum, while Peter Wright (Blackpool Sixth Form College) spoke about the Blackpool Classics for All hub and the benefits of using Classics as a tool to boost vocabulary, literacy, and oracy. Ray Cheung, an undergraduate at the University of Oxford, talked about the need to build a community of classicists of colour, to re-envision Classics, and to change institutional mindsets. Vijaya-Sharita Baba (Petroc College, Devon) discussed a personal journey from thinking of Classics as an inherently diverse subject to becoming aware of the ways certain curricula can be exclusive, and called for more resources that would be accessible to students with no linguistic background. Sanjay Sharma (Heinz-Brandt-Schule, Berlin) drew attention to the importance of re-framing and contextualising Classics in modern geographies, and of encouraging students to engage with a wide variety of artistic representations of antiquity.

Following this panel, attendees were able to chat in smaller, themed groups (small technical issues aside). Discussion in the PhD and early career researchers group touched on challenges in terms of lack of funding and support structures, and precarious employment, as well as the effect these factors might have on participating in inclusivity work, such as the inability to commit to longer-term initiatives within a department. Suggestions for future plans included sharing resources to help start reading groups and the need to continue online access to events even after in-person events begin again.

The mid-career and professoriate group praised the opportunity to be able to talk to colleagues from other institutions and discussed the networking role Twitter has assumed. Other topics included the need to find time, headspace, and buy-in to implement staff training at a time of increasing overload; embedding diversity in career paths through hiring practices and promotional processes; and which professional bodies had the ability to act and create change.

Colleagues in the teachers in schools and colleges group raised the question of what universities could do to encourage students into Classics, suggesting that talks tailored to the syllabus and virtual visits can be powerful tools. Finally, discussion about future events included plans surrounding a project focused on raising the profile of neurodiversity within Classics.

Our final panel of the workshop was a conversation among Professor Kunbi Olasope, Dr Idowu Alade, and Dr Monica Aneni from the University of Ibadan, whose discussion about lecturers and students in partnership showed how Classics admissions in the university in Nigeria had increased over the last ten years, especially at postgraduate level. Collaboration in various ways, including teaching, publication, and active mentoring, had led to a sense of student belonging. Classics remained a subject of study that could lead to all kinds of careers, ensuring good support from alumni, and a comparative focus on classical reception meant it was clear that Classics remained highly relevant.

From the point of view of the organisers, the workshop was hugely inspiring and provided lots of ideas for action and further thought. The idea of focusing on themes which had emerged as priorities from last year’s workshop proved very fruitful. Social media users followed updates on Twitter from the @inclusiclassics account and using #InclusiveClassicsII. The programme and presentation materials are available on the Institute of Classical Studies website. Professor Barbara Goff and Dr Alexia Petsalis-Diomidis, would like to thank all attendees and all the speakers for their enthusiasm and collegiality, Dr Jenny Messenger for her fantastic administrative support, and particularly Dr Arlene Holmes-Henderson for kindly stepping in to co-chair when Alexia was unwell.

To be added to the Inclusive Classics Initiative mailing list for information about future events, please email lks01beg@reading.ac.uk.

By Jenny Messenger, Arlene Holmes-Henderson, Barbara Goff and Alexia Petsalis-Diomidis

In the screenshot, can you see a Reading professor, and a couple of alumni?

MA Colloquim 2021: Current Research Including Identity, Irrigation and Infliction!

Author: Katherine Harloe. Edits: Bunny Waring
Date: 16th June 2021.

 

The Department of Classics welcomes all to the 2021 MA Colloquim, where current researching students give papers on their work in progress.

Join us for some fascinating seminars and discussions online via Microsoft Teams on

Tuesday 29 June 2021 between 10:00am – 5pm

 

ALL ARE WELCOME TO THIS FREE EVENT.

 

Please register by midday, 25 June at https://forms.office.com/r/a3vHf1wPTr
or by emailing execsupporthumanities@reading.ac.uk

 

PROGRAMME

10:00 am: Welcome (Katherine Harloe)
10:15 – 11:15: Session 1

Chairs: Rebecca Lightfoot, Aidan Richardson and Elliot Zadurian

Massimo Rossetti: To what extent did the Romans develop a state centralised water
policy in the late Republic and early Imperial eras?

Curtis Hill: The wealth of the Roman senatorial elite: a source of control or a catalyst for
conflict?
Klara Hegedus: The Catilinarian conspiracy of 63 BCE. The act of a degenerate individual,
or an almost inevitable by-product of the changing political order?

11:15 – 11:30: Break
11:30 – 12:30 pm: Session 2

Chairs: Sue Vincent, Dulcimer Thompson and Jess Wragg

Louis Hope: To what extent did a Panhellenic identity exist during the period from the
beginning of the Persian Wars to the invasion of Persia by Alexander the Great?

Aaron Cox: All roads lead to Rhodes? A brief look into the politics of the Hellenistic
Mediterranean.

Charles Stewart: Demos, aristocracy, and empire: power relations and political
institutions in the Greek cities of Asia Minor under Roman rule.

12:30 – 1:30pm: Lunch
1:30 – 2:30pm: Session 3

Chairs: Aaron Cox, Charles Stewart and Louis Hope

Dulcimer Thompson: Examining the presence and effect of internalised misogyny in the
female characters of Classical literature.

Jess Wragg: Breaking the boundaries: gender nonconformity in Ancient Greece.

Sue Vincent: Hecabe – from magnificent matriarch to murderous mother?

3:30 – 3:45pm: Break
3:45 – 4:45pm: Session 4

Chairs:tbc.

Elliot Zadurian: Unjust deliveries of justice: the implications of the agon and law-court
scenes in ancient Greek Drama.

Rebecca Lightfoot: ‘The Bad Place.’ an exploration of punishment and the afterlife in
Egypt, Greece and the Near East.

Aidan Richardson: Is Plutarch’s claim to be writing “not Histories but Lives” true?
4:45pm: Wrap up/closing remarks

AMPAL 2020-2021 is COMING! Registration is still open! Don’t miss our Keynote speech!

Author: Dania Kamini. Edits: Bunny Waring.
Date: 4th June 2021.

Only two weeks until AMPAL 2020-2021! The event will be held online on MS TEAMS from 17th -19th June 2021. This year’s theme is ‘Fear in Ancient Culture’. We are excited to invite you to this year’s keynote speech, which will be delivered by Professor Fiona McHardy of the University of Roehampton on 18th June at 5pm. 

Please note: Everyone is welcome to this free, online event, but you must register to receive access codes. To do so head to the AMPAL site here: https://ampal2020.wordpress.com/registration/

BEFORE 11th June 2021. 

Fear of Revenge in Euripidean Tragedy (abstract)

Young children in Greek literature are frequently shown as fearful, cowering in the arms of their mothers or nurses. Yet tiny infants such as these can strike fear into the hearts of even the most battle-weary and experienced warriors, and as yet unborn babies can make even mighty kings fearful. Within both political conflicts and wartime disputes, young children are perceived to pose a threat as the heirs of their fathers’ and grandfathers’ enmities. Though small and weak, young boys are the cause of such fear in grown men because of the expectation they will grow up to exact lethal revenge on the enemies of their families in the future. This expectation leaves the children vulnerable to murderous attacks in tragic plotlines. Consideration of extant and fragmentary plays reveals that this unsettling theme was one that Euripides returned to often suggesting that this concept of fear resonated with the fifth-century audience. Through exploration of contemporary ideas about young children and babies as avengers, underpinned by comparative anthropology and psychology, this lecture unravels the dynamics of fear associated with children within the plays of Euripides set within their literary and social context.

All welcome!  We look forward to welcoming you to AMPAL 2020-2021!

Registration for the AMPAL Conference is now open! (Until 10th June 2021)

Author: Doukissa Kamini. Edits: Bunny Waring.
Date: 2nd June 2021.

 

You are warmly invited to register to attend the Annual Meeting of Postgraduates in Ancient Literature (AMPAL) 2020-2021 to be held online at MS Teams from 17th to 19th June 2021! Registration will remain open until 10th June 2021.

The theme of AMPAL 2020-2021 is ‘Fear in Ancient Culture’, about which, Postgraduates from both the UK and abroad will provide a series of presentations on literary, interdisciplinary, and historical approaches. The event will be accompanied by a virtual tour of the Ure Museum, a presentation of a student-curated online exhibition entitled ‘Fear Beyond Words’, and a Keynote Speech by Professor Fiona McHardy (University of Roehampton) on fear of revenge in Euripidean tragedies. You can find a list of titles as well as more details on the Keynote Speech and other aspects of AMPAL on the official website, where a list of abstracts and a programme are available.

To register for this free, online event please click here.

Please contact us at lks19a@reading.ac.uk for any questions and/or special requirements.

Best wishes,

Dania Kamini

Follow AMPAL on Twitter and Facebook

Visit AMPAL website: https://ampal2020.wordpress.com/

Sparta Storymaps – Using ArcGIS for Classical Studies.

[Image of an oblique profile of an ancient marble bust of a soldier in a plumed helmet,
thought to be Spartan General Leonidas, Sparta Museum].

Author: Dr. James Lloyd-Jones. Edits: Bunny Waring.
Date: 28th May 2021.

Sparta. What image is conjured in your mind? The ancient Spartans are often seen as the venerated, the heroes of Thermopylae. But they are also the villains, the enslavers of the helots, and the supporters of eugenics. In fact, the contemporary view of the ancient Spartans as heroic macho warriors is so widespread, thanks to 300, that when we explore the Spartans in more detail, the image that appears can seem surprisingly complex and uncomfortable.

[Image showing a scenic view of the Spartan theatre as stone remains with the Taygetos mountain range in the background].

Not only do we have to deal with the complications of modern interpretations of Sparta (some of them appropriated by political extremists), but we need to tackle the complications of ancient interpretations too. With the lack of any meaningful historical narratives written by a Spartan, the evidence from Sparta itself can be bitty and difficult to interpret. For example, the Classical agora remains unexcavated, and many inscriptions are still untranslated.

The major accounts about the Spartans that do survive are written by non-Spartans such as Herodotus, Thucydides, Xenophon, Aristotle, Pausanias, and Plutarch. They come with their own interpretative issues too. Thucydides fought, and lost, against the Spartans. Xenophon was buddies with a Spartan king. Plutarch wrote nearly half a millennium after the period of Spartan hegemony and dealt in writing engaging biographies. And this is all before we get to the historiographical phenomenon known as the ‘Spartan Mirage’. We are not the only generation for whom the image of the Spartans could be decidedly one-dimensional, over-exaggerated, or dowsed in political and philosophical motives. These are all some of the juicy topics that we sink our teeth into in the third-year module “Ancient Sparta” (CL3SP for those who want to look it up).

[Image of Caitlin’s map showing the Mediterranean with marked estimated trade routes from Port Gytheion].

Studying the Spartans can be an interesting exercise in a world with increasingly complicated sources of opinions, facts, and fictions dressed as facts. So, for one of our assessments, I decided that students might benefit from a digital project that would allow them to explore a facet of Sparta that might appeal to, and be surprising for, a general audience. It also presented an opportunity to think about how we present evidence, and the importance of geography in understanding Sparta, in the form of networks, findspots, and battle sites.

 

[Image showing a scatter map produced by student Alfie to show patterns of spartan military defeats at land and sea between 659 – 371 BCE].

The software that we used is ArcGIS StoryMaps, and you can view some of the work that the students created in the links provided. I was really impressed across the board with the work that was turned in, especially under the trying circumstances of COVID. The examples given here represent the broad spread of topics that everyone covered. The topics range from analyses of Spartan military capabilities to helot revolts, Spartan festivals, votives, trade, colonies, and more. Each of the stories presents a compelling case for taking a more nuanced approach when we ask the question “Who were the Spartans?” and I hope that you will find something of interest in each, I know I did!

Lydia’s “The Karneia: Festival or training camp?
Robert’s “The Best Soldiers in the World.”
Eleanor’s “An Insight into Spartan Religious Cults and Sanctuaries.”
Alfie’s “Just How Invincible Was Sparta?
Katie’s “Motives Behind the Votives.”
Daniel’s “The impact of the Helot Revolts on Sparta.”
Katy’s “Revels and Raves: Religious festivals and celebrations in Ancient Sparta.
Jack’s “Sparta the colonizer: Was Taras really her only colony?
Caitlin’s “A Crack in the Spartan Trade: The Journey of Laconian Pottery.

The “Ancient Sparta” module focused on a series of lectures and seminars, as well as some practical sessions on how to use ArcGIS StoryMaps. There was a lively movie night where we got together to watch 300 (meme competition included), as well as an introduction to some of the archaeological material from Sparta in the Ure Museum of Greek Archaeology at Reading. Finally, we were very grateful to have additional video introductions from colleagues, providing the students with some alternative viewpoints and expertise. Many thanks once again to Paul Chirstesen, Stephen Hodkinson, Tyler-Jo Smith, and Paul Cartledge for their generosity of time and knowledge.

All being well, the module is due to run next year too, when, hopefully, we might be able to do some object-handling in the Ure Museum too. There’s something quite special about being up close to an object that a Spartan dedicated in a sanctuary over 2500 years ago.

 

 

 

 

 

 

[Image of three, small metal objects thought to be cult votives made by Spartans].

Inclusive Classics

Authors: Dr. Alexia Petsalis-Diomidis & Prof. Barbara Goff. Edits: Bunny Waring.
Date: 7th May 2021.

 

 

In April 2021, the Classical Association opened its annual conference – held online this year due to the pandemic – with a panel on Inclusive Classics. Inspired in part by the ‘Towards a more inclusive Classics’ workshop held in June 2020, the panel was convened and run by the Inclusive Classics Initiative, headed by Professor Barbara Goff (University of Reading) and Dr Alexia Petsalis-Diomidis (University of St Andrews). The aim of this Initiative is to open discussions within the discipline about marginalised groups, both in terms of their experiences during antiquity and their interactions with the subject today. The Initiative also works to bridge the gap between Classics in higher education and Classics at secondary schools, thus bringing together more perspectives within the discipline.

The panel, entitled ‘Inclusive Classics and pedagogy: teachers, academics and students in conversation’, opened with a series of spotlight talks. These covered a wide range of topics, including disability in the Classics curriculum, examining the influence of race on Classical art, applying queer theory to Classics, equality of access to classical languages and highlighting the launch of Classics Caring Network. A binding theme shared by the various speakers was the idea that inequalities in the wider world are reflected within the discipline. These spotlight talks, by early-career classicists, will be available on the Classical Association website.

Following on from the spotlight talks, the panel moved onto considering the teaching and learning experience of Classics in relation to inclusivity, both at undergraduate level and in the context of secondary education. Participants were wowed by the eloquence of two school students (from Runshaw College in Lancashire and Pimlico Academy in London), who spoke about the perception of Classics as the subject of the privileged elite, with limited real-world application. Equally interesting was the insight from teachers from the same schools, who explained how they are reforming traditional approaches to Classics, such as by deemphasising the importance of masters and slaves and examining issues of gender in the ancient world.

Break-out rooms gave participants the opportunity to ‘meet’ and exchange responses about what they had heard. The final ‘closing remarks’ of the panel saw many other intriguing presentations – on topics like the initiative to find new unseen Latin passages representing a wider variety of perspectives and backgrounds, how institutions can make Classics more inclusive in terms of race and social class, the new EDI officers at the Classical Association, the weaponization of debates surrounding Classics in an increasingly polarised public forum, the ways in which academia could do more to support those with disabilities (particularly visual impairments), the contemporary social and political context within which the Inclusive Classics Initiative is operating and the need for a free and pluralistic discourse for academic inquiry to flourish.

The Inclusive Classics Initiative has organised a second workshop for the 1st and 2nd of July 2021, hosted online by the Institute of Classical Studies and supported by the CUCD teaching committee. Issues discussed will include ‘Planting the seeds of Inclusive Classics in school contexts’, ‘Embedding inclusive practices in institutions’, ‘Decentring Athens, Rome and the canon’ and ‘Lecturers and students in collaboration’. Until then, the Initiative’s heads would like to thank all those who (virtually) attended the panel and, above all, the speakers: Lauren Canham, Amy Coker, Tristan Craig, Hardeep Dhindsa, Katherine Harloe, Arlene Holmes-Henderson, Victoria Leonard, Claude MacNaughton, Justine McConnell, Neville Morley, Isabel Ruffell, Rosie Tootell, Joe Watson, Tim Whitmarsh, Bobby Xinyue and the two school students.

New Events Coming Up! (May 6th-18th 2021)

Edit: Bunny Waring
Date: 5th May 2021.

Our Professors are always up to something interesting and here are some exciting events that you can all join in with!

Prof. Amy Smith (Co-Head of Department and Curator of the Ure Museum) will be speaking to The Art of Fragments Network about Museums and the Heritage Sector here:

What do you get if you cross cutting edge research in the ancient world with creative talent?

Join us for this online series of events to find out.

Free but booking essential

https://www.eventbrite.co.uk/e/the-art-of-fragments-conversations-with-academics-and-artists-tickets-152516048607?ref=estw

 

The Art of Fragments network is pleased to host a series of panel discussions showcasing artistic projects inspired by academic ideas. For each session we’ll be beginning with a panel featuring artists and academics who have been involved in innovative projects inspired by fragmentation. This will be followed by a Q&A with a speaker with experience in the creative industry, who’ll be able to share their tips on how to make projects happen.

The projects featured are all inspired by fragments from the ancient world, and the form of fragmentation.

Session 1: Wednesday 12th May, 11am-1pm (UK time).

Museums and the heritage sector

Featuring poet Josephine Balmer, Dr Charlotte Parkyns (University of Notre Dame), Professor Amy Smith (University of Reading), Dr Sonya Nevin (Panoply Vase Animation Project)

Q&A with Sarah Golding (independent arts producer)

Session 2: Tuesday 18th May, 4pm-6pm (UK time).

Literature

Featuring novelist Yann Martel and poet Lesley Saunders

Q&A with Tom Chivers (Director of publisher and production company Penned in the Margins)

More details on the speakers and their projects can be found on the Eventbrite page. There will be opportunities for small-group informal discussion and networking between and after the sessions.

A third session is planned for the final week of May: details to follow (and will be published on the Eventbrite page).

The organisers would like to thank the British Academy for their kind support

Prof. Tim Duff (Greek History and Literature) will be speaking at the Academy of Athens about [Self-]Praise & [Self]-Blame in Ancient Literature here:

 

The Research Centre for Greek and Latin Literature of the Academy of Athens is delighted to invite you to the 6th online lecture of its 2020-2021 Seminar ([Self-]Praise & [Self]-Blame in Ancient Literature).

Timothy Duff (Professor of Greek, University of Reading), Praise and Blame in Plutarch’s Lives
Thursday, May 6, 5-7pm (EEST, Athens)

Plutarch’s Lives are famously moralistic. We might expect therefore that explicit narratorial praise and blame of the subjects would be common, and that readers would be left in no doubt as to the kind of lessons they should learn. In fact, things are a good deal more complicated. In this paper I will construct a typology of praise and blame in the Lives and explore the ways in which the text does or does not guide the audience’s response to the subjects of the Lives. I will argue that Plutarch constructs his readers not as passive recipients expecting instruction but as actively and critically engaged.

To receive the link to the Zoom meeting, please fill out the form here: https://bit.ly/2QUd2U2

For any questions please contact the organiser (epapadodima@academyofathens.gr).

Summer Seminar Series 2021

Author: Amy Smith & Bunny Waring. Edits: Bunny Waring.
Date: 26th April 2021.

Come one, come all! After a short break, the Classics Department is ready to entertain and educate you all with a new series of free, online seminars.
Join us weekly on Wednesdays at 4pm for our Summer Seminar Series which focuses on the theme ‘Making Classics Better’. In this accessible and inclusive online environment, we welcome a stellar group of speakers from as close as Roehampton and as far as Melbourne to address issues that hamper inclusivity in Classics and/or explore means of promoting diversity in the study of antiquity more broadly.

This theme relates to the work of many of our colleagues and follows on from a successful series of workshops on Inclusive Classics co-organised by our Joint-Head of Department, Prof. Barbara Goff (see out 2020 blog post: http://blogs.reading.ac.uk/classics-at-reading/page/3/.

Below is the full programme and you can join us—for free—by clicking on our events page: https://www.facebook.com/UoRClassics/events/

28 April: What makes classical myth an ideal topic for autistic children? – Susan Deacy (Roehampton)

5 May: Covid+Collapse – Louise Hitchcock (Melbourne)

12 May: Collaboration in UK Classics Education: Reflecting on Ambitions and Realities – Arlene Holmes-Henderson (KCL)

19 May: Disability Studies and the Classical Body: The Forgotten Other – Ellen Adams (KCL)

26 May: Subverting the Classics? White Feminism and Reception Studies – Holly Ranger (SAS)

2 June: TBA – Patrice Rankine (Richmond)