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?
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.
