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)

Call For Posters: Narrating Relationships in Holy Lives.

Author: Alice van den Bosch & Becca Grose. Edits: Bunny Waring.
Date: 2nd April 2021.

Call for Posters

Narrating Relationships in Holy Lives from the first millennium AD Department of Classics & Ancient History

Hosted by: University of Exeter via Zoom, 12th July 2021.

We are excited to announce an afternoon workshop on ‘Narrating Relationships in Holy Lives’. Communities wrote about holy figures for many reasons. Our speakers consider the characterisation of various holy figures or ‘the very special dead’ in texts from multiple religious (Christian, Jewish, Islamic, Manichaean) and linguistic (Latin, Greek, Arabic, Hebrew) communities. The workshop will explore the construction of holy and unholy characters, their relationships, and the role of narrative order in texts about holy figures. We are especially interested in how these features change as texts and figures are translated, transmitted, epitomised or received in different contexts across the late-ancient and early-medieval Mediterranean.

Keynotes

Christian Sahner (Oxford)How to construct a holy life in the early Islamic period

Christa Gray (Reading) TBC

Speakers

Nic Baker-Brian (Cardiff)Is there a Narrator Here? The Role of Narrative and Narration in Manichaean KephalaiaStavroula Constantinou (Cyprus)Narrating Friendship in Byzantine Hagiography”
Edmund Hayes (Leiden) TBC
Jillian Stinchcomb (Brandeis)Narrating the visit of the Queen of Sheba to Solomon’s Court in Late Antique SourcesChontel Syfox (Wisconsin-Madison)Rewriting Leah: The Feminine Ideal in the Book of Jubilees

The workshop will be held in English and will comprise a short opening and closing keynote, brief panels, and discussion. This will culminate in a roundtable discussion. General registration will be opened in late May.

Applications are now open for pre-circulated posters. We invite contributions that consider:

  • Order in which characters and relationships are introduced or developed
  • Choice of narrator(s) and narrative perspectives
  • Types of relationship (e.g. confrontational, supportive, ambiguous) as narrative devices
  • Relationship formation, breakdown and misunderstanding as narrative progression
  • Relationships as constructors of inclusion, exclusion & difference (e.g. status, gender etc.)
  • Reconfiguration of relationships in transmission, translation, paraphrase and epitome
  • Receptions and reinterpretations of characters from other narratives
  • Relationships beyond the human (e.g. supernatural, environmental, non-human)
  • Characters in context: narratives and audience, performance, relics

Posters will be shared with registered attendees, who will be invited to pose questions to individual poster presenters via email. General themes and questions arising from the posters will also be raised at the roundtable discussion.

We will accept posters in English, French, German, Dutch, Italian, Spanish and Modern Standard Arabic. To facilitate wide comprehension, presenters are asked to provide an English synopsis if the poster is not in English; if this is a barrier then please contact us. We are especially keen to encourage submissions from postgraduates, ECRs and independent scholars who may not have a departmental profile.

Please send one-page poster submissions in PowerPoint or PDF format to narratingholylives@gmail.com by 1st July 2021, along with affiliation, year of study and synopsis if applicable. Submissions will be reviewed on a rolling basis. Enquiries about poster topics and format are also welcomed (we recommend A1 format, 26pt font minimum) and we can provide a poster guidance sheet.

Alice van den Bosch (Exeter) & Becca Grose (Reading/Exeter)

Diversifying and Decolonising.

Author: Prof. Barbara Goff. Edits: Bunny Waring.
Date: 26th March 2021.

 

Like much of the world, the University of Reading has recently been having important conversations about race. The death of George Floyd and the effects of the pandemic have enabled a togetherness that scrutinises racial inequalities in this society (and others) with renewed intensity. Many institutions are responding positively, including the University of Reading both as a whole and on Departmental levels. Soon, the University’s Race Equality Review will be published, and last week the Centre for Quality Support and Development ran a webinar on ‘Addressing Discrimination – Diversifying and Decolonising Higher Education’. The Department of Classics was there in force.

Ian Rutherford, Rachel Mairs and Barbara Goff presented on how their teaching addresses issue of diversity and decolonisation. While the term ‘diversity’ can point towards including the varied perspectives of groups who may have been excluded in earlier times, such as women, BAME people, people with disabilities, or with varied sexual orientation, ‘decolonisation’ invites us to focus more closely on questions of race and the long history of European colonial dominance and oppression over peoples of Africa, Asia and the Americas. Such questions include thinking about the history of our disciplines and how knowledge may have been affected by discriminatory attitudes; they also include thinking about how to make disciplines welcoming to students and scholars of varied backgrounds. Our Department includes Prof. Katherine Harloe, one of the few Black professors in the UK, but like many humanities departments, we do not include many BAME students. This is a situation which we would like to redress. It is important that the Department is a place where everyone feels they can flourish.

Classics as a discipline comes with a lot of racialised baggage. The cultures of Greece and Rome have historically been used sometimes to promote the idea of white western supremacy, and some groups nowadays who are still wedded to that idea use imagery of ancient Greece and Rome to serve their discriminatory agendas. In fact, the idea of ‘race’ is alien to the ancient world, which made many discriminations among people, but was not very interested in skin colour. Ian, Rachel and Barbara together showed how the ancient world offers paradigms for thinking about difference, and stressed that the modern discipline rejects simplistic claims about cultural superiority. Instead, classicists nowadays are intent on sharing the resources of the ancient world with all who might be interested.

Ian’s contribution reminded us that the Department of Classics has taught other cultures, as well as Greece and Rome, for many years. He teaches about ancient Anatolia, and about relations between Greece and Rome and ancient Egypt; in the past we have had modules on intersections with Jewish history and culture, and on ancient Carthage. The Ure Museum has an Egyptian collection alongside its Greek materials. Ian’s teaching and research shows how the ancient world was a place of endless movement and mingling of cultures, foreshadowing our own concerns with globalisation.

 

Rachel showed how her teaching addresses notions of decolonisation via her interest in how ancient Egypt has been perceived in western traditions. In her module on ‘Cleopatras’ she discusses Afrocentric scholarship, and how it contributes to reassessing assumptions about racial difference. The historical character of Cleopatra is claimed as both white and black, and the various arguments about her identity shed light on perceptions about history and race. Meanwhile her module on ‘Pioneers of Classical Archaeology’ examines how the discipline of archaeology has relied on the unacknowledged labour of people like the Egyptian labourers on digs, or the women who supported the ‘heroic’ male explorers.

 

Barbara drew attention to the Department’s work with groups who promote classics in state schools, such as’ Classics for All’ (https://classicsforall.org.uk/) and ‘Advocating Classics Education’ (http://aceclassics.org.uk/ ). She also talked about how teaching in the core modules on Ancient Drama and Ancient Epic includes discussion of African rewritings of classical literature, such as Derek Walcott’s Omeros or Wole Soyinka’s The Bacchae. Authors of African descent have frequently engaged with classical literature, in Africa, the United States, the Caribbean, and Europe, so that some such rewritings have become part of the classical ‘canon’ themselves. Classical drama is not only performed throughout the world, but also reused and adapted by different societies to their own ends; this reuse is one of the major ways in which the discipline of classics stays vibrant and relevant in the modern world.

 

Together, the contributions made it clear that ‘decolonising’ is not about rewriting history, or about removing Homer from syllabi. It is instead about teaching and research that is rooted in the diversity of the ancient world and of modern responses to it. The Department’s work on this topic continues next term with a seminar series on inclusivity. Next term too, Katherine Harloe and Rachel Mairs will run a roundtable where students will be invited to talk about issues facing BAME students, students with disabilities, and students who identify as LGBTQI+, in the Department and the University. We look forward to some fruitful, if challenging, conversations.

 

 

 

Fear in Ancient Culture: A Call For Papers and a Virtual Tour as Classics UoR Hosts the 15th Annual Meeting of Postgraduates in Ancient Literature (AMPAL).

Author: Dania Kamini. Edits: Bunny Waring.
Date: 19th March 2021.

Fear in Ancient Culture

The Department of Classics at the University of Reading is delighted to host the 15th Annual Meeting of Postgraduates in Ancient Literature (AMPAL) on Thursday 17th – Saturday 19th June 2021. The theme for this year is Fear in Ancient Culture.

Given the current travel restrictions and social distancing rules due to COVID-19, this year’s meeting will be held online on Microsoft Teams. In these strange times, the Organising Team of AMPAL 2021 is determined to preserve the engaging and interactive character of the event. To that purpose, we aim to transform this online environment into a welcoming setup in which postgraduate students in Ancient Literature from across the world can gather again (albeit virtually) and celebrate another year of research on Classics. This event is described as AMPAL 2021 in shorthand, but it also stands as AMPAL 2020-2021 since it aims to bring together already confirmed speakers due to present in AMPAL 2020 and new speakers joining the conference in 2021.

Keynote Speech (18th June 2021, 5pm): Fear of Revenge in Euripidean Tragedy by Professor Fiona McHardy.

It is with great pleasure that we announce this year’s AMPAL Keynote Speech will be delivered by Professor Fiona McHardy (University of Roehampton). Professor McHardy will speak about the fear of revenge in Euripidean tragedy. Through the 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 both the plays of Euripides and their literary and social contexts.

Virtual tour of the Ure Museum

This year’s AMPAL also includes a virtual tour of the Ure Museum of Greek Archaeology, our departmental museum founded by Percy and Annie Ure. In addition to the museum’s permanent displays, we are proud to host an online presentation of an inaugural student exhibit, Fear Beyond Words designed specifically for AMPAL 2020-2021. To register for this, please visit: https://collections.reading.ac.uk/ure-museum/explore/online-exhibitions/fear

Call for Papers

Fear is a driving force behind human action, capable of pushing people to either exceed their own expectations or to prevent them from acting at all. As a powerful motivator, the emotion of fear had a pervasive presence in ancient life and thought. This is reflected in multiple ways throughout literature, juxtaposed with motivation, social interaction and power dynamics. Furthermore, as early as Aristotle’s Poetics, fear had already been understood as a ruling force and powerful notion for the construction of literary genres, especially tragedy. While evaluating the ancient literature as an integral part of understanding such a concept, the diverse influences of different fields of study, such as literary criticism, political theory, psychoanalysis, and philosophy, can add valuable insights.

In this context, AMPAL 2020-2021 invites presentations on fear from literary or interdisciplinary approaches. Questions as to how fear can be defined, the whos, how and whys of causing fear, how fear is related to other aspects of ancient thought, how the sense of fear grows or fades, how this notion forms the interaction among humans or between mortals and gods, and the role of language in the creation of a fearful or fear-free context, are all considered to be substantial aspects of this year’s theme.

Suggested topics on fear may include, but are not limited to:
– Fear and literary criticism, meta-poetical or reception analysis
– Fear and other emotions; fear disguised as other emotions; fear and the sense of respect; fear and related notions and experiences; fear and the five senses or other body reactions
– Cognitive and behavioural approaches to fear, and emotions in general
– Fear and the manipulation of memory
– Fear and the construction of myth and heroic profiles or/and social or political identity
– Fear and power play; the control of political dynamics; the promotion of political agendas and ideas
– Psychoanalytical approaches to fear; gendered fear; fear as a significant aspect of rites; fear as anxiety
– Fear of the other (Orientalism, Amazons etc.); philosophical approaches to fear; fear and the fundamental existential questions
– Depictions and illustrations of fear in ancient art and material culture
– Aspects, perceptions and depictions of fear in late antique and early Christian literature and thought; reception of the ancient concept of fear in early modern literature

The Department of Classics at Reading invites postgraduates of every level to submit an abstract of 250-300 words for a 20-minute paper followed by 10-minute discussion by the 25th of April 2021. Abstracts should be sent as an anonymous PDF to readingampal2020@reading.ac.uk. Please include your name, university affiliation, programme, and year of study in the body of your email and not in the abstract. AMPAL 2020-2021 is open to all undergraduate and postgraduate students in any relevant discipline as well as to the general public. Details on the keynote speech will be announced in due time.

All Welcome!

Please note that although our website and email address will maintain 2020 in their titles, they will remain the main communication paths for AMPAL 2020-2021 as well.
Further information on AMPAL 2020-2021 and all relevant events can be found at its website: https://ampal2020.wordpress.com/. Please keep an eye on AMPAL 2020-2021 website for further announcements. Feel free to follow us on Facebook and Twitter and spread the word!

Inclusive Classics and Pedagogy: Teachers, Academics and Students in Conversation Towards a More Inclusive Classics.

Author: Bunny Waring
Date: 12th March 2021.

11am 6th April 2021 – 3:30pm 8th April 2021 (GMT)

Join Prof. Harloe, Prof. Goff and Joe Watson as they discuss how to make Classics more inclusive as part of The Classical Association’s Annual Conference. Alongside a host of students and specialists from across the UK this workshop will kick off the two-day, free, online conference event with a workshop entitled- Inclusive Classics and Pedagogy: Teachers, Academics and Students in Conversation Towards a More Inclusive Classics.

To register for the conference, please fill in our online form here.

PROGRAMME
Tuesday 6 April

11am – 12.30pm: Inclusive Classics and pedagogy: teachers, academics and students in conversation A follow up to the Towards a More Inclusive Classics Workshop held 25-26 June 2020.

Panel co-chairs: Professor Barbara Goff, University of Reading and Dr Alexia Petsalis-Diomidis, University of St Andrews

OUTLINE

Spotlight 3-minute talks: ‘visions of inclusive classics’

· Lauren Canham, Trainee Teacher at Jane Austen College, Norwich: ‘Ancient Paradigms of Disability on the Curriculum’

· Hardeep Dhindsa, PhD candidate, Department of Classics, King’s College London: ‘Chromophobia: Recolouring the Classics’

· Dr Victoria Leonard, Research Fellow at the Centre for Arts, Memory and Communities, Coventry University: ‘Caring in Classics Network’

· Joe Watson, PhD candidate, Department of Classics and Ancient History, University of Durham: ‘Queer Classics and Classics for Queers; or, Beyond Gay Men Reading Plato’

· Dr Bobby Xinyue, British Academy Early Career Fellow, Department of Classics and Ancient History & Centre for the Study of the Renaissance, University of Warwick: ‘Race, Inclusivity, and the Future of Classics’

Opening remarks:

· Dr Alexia Petsalis-Diomidis, University of St Andrews

· Professor Barbara Goff, University of Reading

Panel discussion on inclusive classics in teaching and learning

· Tristan Craig, Undergraduate Representative for History, Classics and Archaeology, University of Edinburgh

· Florence, a Classical Civilisation student, Runshaw College, Lancashire

· Dr Justine McConnell, Senior Lecturer in Comparative Literature, King’s College London

· Claude McNaughton, Teacher, Pimlico Academy, London

· Rosie Tootell, Teacher, Runshaw College, Lancashire

· Aaron, a Latin student, Pimlico Academy, London

Break out rooms: ‘turn to your neighbour’, 10-minute exchange of responses to the panel

Closing remarks:

· Dr Amy Coker, Cheltenham Ladies’ College and University of Bristol

· Professor Katherine Harloe, University of Reading

· Dr Arlene Holmes-Henderson, University of Oxford

· Professor Neville Morley, University of Bristol

· Professor Isabel Ruffell, University of Glasgow

· Professor Tim Whitmarsh, University of Cambridge

2.00pm – 3.30pm: Accessing Classical Civilisation and Ancient History in Britain, past and present perspectives (under the auspices of ACE)
Professor Edith Hall, Dr Henry Stead, Dr Arlene Holmes-Henderson and Peter Wright

Wednesday 7 April

2:00pm – 2.45pm: Presidential Address by Mari Williams, winner of the Daniel Owen Memorial Prize at the National Eisteddfod of Wales in 2018, for her novel Ysbryd yr Oes (‘Spirit of the Age’)

2.45pm – 3.30pm: Presentation of the CA Prize for 2021 and the inaugural CA Teaching Awards by Natalie Haynes

7.00pm – 8.30pm: Greek theatre online: An evening of classics-inspired theatre, featuring new material from three UK-based groups, Out of Chaos and By Jove theatre companies, and film company Barefaced Greek, followed by a Q&A chaired by Professor James Robson

Thursday 8 April

11am – 12 noon: Developing Classics in the local community: CA Branches in 2021
Katrina Kelly (CA Branches Officer and Chair of Lytham St Annes CA) and colleagues from around the regions

2.00pm – 3.30pm: Classics in the marketplace: being a Classicist in public
Dr Liz Gloyn, Dr Jane Draycott, Dr Mai Musié and Professor Neville Morley

FAQs
When is the Conference taking place?
6-8 April 2021

Will there be any face-to-face events? –
No, everything will take place online.

Is there a fee? – No, all events are free. You can attend as many or as few as you wish.
Do I need to be a member of the Classical Association to attend? – No, you may attend regardless of your membership status.

Can I submit a paper/panel to be presented? – Unfortunately not, this year’s conference focuses on key issues facing classicists, including inclusivity, employability and the performance of classical texts in the online world, and we will have a limited number of invited speakers/panels.

How do I attend? – All delegates will be contacted closer to the event via email with links and instructions about how to join the sessions.

How do I get in touch with you for more information? – Please email CA2021@classicalassociation.org

You can view full details of the provisional programme here.
Abstracts are available here.

WHAT’S IT LIKE? Episode 1: Professor Eleanor Dickey – A Specialist in Ancient Languages and Education.

Interviewee: Prof. Eleanor Dickey, Interviewer: Bunny Waring.
Date: 19th February 2021

Welcome to the Classic Department’s series What’s it Like? During these episodes staff, volunteers and students who specialise in all fields of Classics, Archaeology and Museums, will share with you the realities of their jobs. What to be a Linguist? Museum Curator? Archaeologist? Lecturer? Well Travelled Researcher? A Barrier-Breaker? Have No Idea? Then read on!

This week: Professor Eleanor Dickey

A Specialist in Ancient Languages and Education. 

Name: Professor Eleanor Dickey, FBA
Area of Specialism: Classics
Topics of Interest: Education in antiquity; language teaching; linguistics; papyrology; ancient languages
Job Title: Professor of Classics
Job Responsibilities: Teaching (all levels from first-year undergraduates to PhD supervision), research, research impact (Reading Ancient Schoolroom), Study Abroad coordinator, academic tutor, a union rep for Classics and a union caseworker.

Introduction

I’ve wanted to be a scholar since I was a little girl; it seemed like it must be so much fun to discover new things about the past. And you know what? It is so much fun! It is also hard work, but I love being a Classicist, and that’s why I do it. Of course, I also want to transform my students’ abilities by brilliant teaching, to bring the ancient world to life for people who might never have understood it, to make discoveries that advance scholarship, and to write books that people will want to read and use long after I’m gone. Little things like that. And I work very hard at these goals — but the heart of it all is simply a love of the ancient world.

A favourite papyri

What is your daily life really like?

You’re sure you want to know? Absolutely sure? You wouldn’t rather keep your illusions about the luxurious life of the full professor? Okay, so here goes…

I work pretty much all the time, from long before dawn until late at night. I’m married to another Classical linguist (Philomen Probert of Wolfson College Oxford), whom I’ve known since we were students together; we live in a little house crammed full of books, with a cat inherited from another Classical linguist. Both our lives are completely focussed on Classics — it’s a passion that we share. And that’s good because life with Philomen can be demanding. For example, lately, she’s been teaching Hieroglyphic Luwian in Swiss German over Zoom from our dining room table before dawn, every single day, even on Christmas.

On teaching days I normally spend about 12 hours on campus and eat all meals in my office. I have a lot of teaching hours (up to 6 per day), but I prefer it that way because it means that my classes are all small and interactive, rather than big, passive groups. I enjoy the kind of teaching where you find out what the students are thinking because that allows you to help them learn effectively; I’ve never been convinced that lectures do much of anything towards learning. My own student days were mostly wonderful, exciting periods of challenge, stretching, and constant discovery; although the discoveries about the subject matter were good, the best were the discoveries about the extent to which one can develop new abilities. University transformed me from someone hampered by endless limitations into someone who could do pretty much whatever she set her mind to — and now that I’m a teacher I want to give my students something similar. They don’t all want that, of course (many are just as attached to their limitations as I once was to mine, because limitations are an important part of one’s identity), but some do.

On days in between teaching days I spend most of my time reading student work; of course, that’s entirely my own fault for assigning so much of it, which I do because I’m convinced that that’s the best way to give students the experience I’m aiming for. I enjoy reading the work when it goes well, and tear my hair when it goes badly.

Out of term, and in terms when I’m not teaching (such as this one), I concentrate on research. I’m currently finishing a book on Latin loanwords in ancient Greek; I’ve been working on it for over a decade, and the book is enormous, so I’m very keen to send it to the publisher soon. But I don’t want to ruin my reputation as a scholar by making mistakes, so I have to double-check it very carefully, which is taking forever. My main workspace is the bed; I sit on it with the cat and the laptop sharing my lap and books and papers all around. It would be a bit easier if the cat wanted to sleep somewhere else, but then I’d miss her.

One reason this book has taken so long to finish is that I’ve also been working on other research projects. One of those is editing 35 papyri (scraps of ancient paper dug up by archaeologists) as part of a project at the University of Naples (https://platinum-erc.it/) that is producing a re-edition of all known Latin papyri (there are thousands). I really enjoy editing ancient texts, because you’ve got a good chance to discover something completely new. For example, I recently discovered that one of my papyri was a copy of a text that is supposed to have been composed in the sixth century AD, except that this papyrus had been written at least 300 years before then. So suddenly our whole understanding of that text has to change (Read more). The other reason I enjoy editing texts is that it’s a great excuse to travel: you need to inspect the original papyri or manuscripts, and those inspections result in delightful visits to libraries, museums, and even beautiful monasteries where women aren’t allowed in at all, unless they need to see a manuscript.

Most years I also run an event called the Reading Ancient Schoolroom (www.readingancientschoolroom.com), in which we re-create a Roman school for a few days and invite local children to come to experience it. This is a research-impact project based on my work on ancient education , so we focus particularly on what children actually did in ancient schools, from interrupting the teacher and saying hello as they came into reciting poetry from memory. But in order to make it feel authentic, we also have Roman costumes, wax tablets, reed pens, papyrus rolls, etc. We also have a slave, because slavery was an important aspect of ancient life that can’t be ignored, but as the director of the event, I feel uncomfortable about asking anyone else to play a slave. So I always take that role myself.

Prof. Dickey ready to teach at the ancient schoolroom.

What is the best part of your job?

1) The subject matter: Classics is endlessly fun.

2) I get to do a lot of travel and practice foreign languages because I’m frequently invited to give lectures in interesting places (although sometimes I bite off more than I can chew and end up wishing I hadn’t accepted quite so many invitations). I also travel to look at manuscripts and papyri when editing texts, sometimes for weeks at a time.

3) The job is highly varied, so you don’t get sick of doing any one thing (except perhaps e-mail).

4) You’re always learning and overcoming new challenges, so you continue to grow and improve.

5) Academia is a very tolerant place, which is great if you have characteristics that some people don’t like. I’m an immigrant, married to another woman, with prosopagnosia (face blindness: I can’t normally identify people by looking at them). In some settings, I might have a very difficult time, but universities are very tolerant in these respects.

Why do you think your specialism is important?

Understanding other societies and cultures is important because it helps us understand our own world better and appreciate something of the range of cultural possibilities within which our own ways of doing things fall. In order to decide whether you want to continue doing things as usual or try something different, you need to know what other options exist. Of course, you can get those benefits from studying any other cultures, but understanding ones from the past is particularly useful, because that allows you to know what happened on previous occasions when various other options were tested out.

More specifically, take my research specialism of education in antiquity. Ancient education was fundamentally different from its modern equivalent, because instead of grouping children by age and expecting them all to master particular skills at particular points in their lives, it was highly individualised with each child learning at his or her own pace. That has some obvious advantages over our own system in terms of reduced stress, anxiety and boredom for students whose brains work faster or slower than average, but also obvious disadvantages in terms of efficiency: the modern system allows more students to share one teacher. Are there elements of the ancient education system that we could adopt into our own without losing too much efficiency? In fact, if you look, you see that there are. For example, does everyone always have to have the same deadlines? Inspired by the ancients, for several years now I have been letting my first-year students choose their own essay deadlines, and that is a classic win-win solution: not only do they each get the deadline that suits them best, but I get my marking spread out over a month, which makes the essays much easier to hand back quickly.

 If you didn’t have you current job, what else could you apply your skills to?

With some reorientation I could do pretty much all ‘graduate jobs’ that don’t require degrees in specific fields: charity work, financial services, consulting, advertising, publishing, etc. Most such jobs require skills that any good Classicist has: how to think analytically, write well, argue persuasively, work hard, learn fast, take responsibility, be creative, not let your colleagues down, etc. By this time I’m also very good at studying, so if I wanted to do something that requires further study, like being a lawyer or engineer, the retraining wouldn’t be too difficult. I could even branch out into careers that require non-academic learning, such as farming or plumbing: once you really understand how to learn fast and efficiently, you can apply those learning skills in different ways.

Did you always want to be what you are today?

Not really. I had a tough childhood and wasn’t very ambitious about what I could achieve. I wanted to be a scholar, but without fully understanding what a scholar is; it wasn’t until I got to university that I started to realise what my options really could be. If someone had said to me when I was young that eventually I would be a professor of Classics, publish ten books, travel all over giving lectures and workshops in different languages, and live in a house Oxford with a wife and a cat, I’d have been thrilled (especially about the cat), but I probably wouldn’t have entirely believed it.

Where do you hope to be in 5 years time?

I hope my current book will be finished and published, and that I’ll be in the middle of another project that’s just as good. Apart from that I’d like to be just where I am now, because this is a lovely department.

 What 3 tips would you give to someone who wants to follow a similar path?

Work really, really hard: that’s the only way to get here.

Never give up on a goal just because you haven’t got the right abilities: most abilities can be acquired if one is determined enough.

Pay close attention to reality and see things as they really are: self-deception, even if temporarily soothing, is limiting in the long run.

What to know more? Click the book for more details or visit the ancient school room website here.

 

 

Interaction in Imperial Greek Literature Workshop

Brief

Postgraduate workshop on the theme of interaction in imperial Greek literature, to be held at the University of Reading on Friday September 16, 2016.

Abstract

When we think of imperial Greek literature, we tend to think of creative and innovative authors, like Plutarch, Lucian, and Aelius Aristides, whose works draw deeply and (self-)consciously from the existing literary tradition, but also frequently subvert and play with readers’ expectations.  Many of the works produced in Greek during the imperial period are difficult to categorise, at first glance seeming to participate in one genre, but upon closer examination engaged in a more intricate interplay of genres, styles, and allusions.  The theme of interaction is here interpreted broadly; we may think of interaction as encompassing processes of innovation, enrichment, influence, adaptation, or repurposing.  In imperial Greek literature, in particular, we may observe the interaction that occurs between genres, between fiction and non-fiction, prose and poetry, past and present, and between what is and is not considered ‘Greek’.

While recent scholarship has emphasised the great variety and intensity of interaction that characterises imperial literature, much work is required to move away from pursuing authors and their works in isolation, towards a more universal approach.  The aim of this workshop is, therefore, to foster dialogue between the different fields of imperial Greek literature (the novel, rhetoric, biography, historiography, etc.), in order to reach new and more nuanced conclusions.

Speakers will address wider issues concerning imperial authors’ engagement with earlier established genres and texts, from archaic and classical lyric poetry to later Latin works.  They will consider how authors viewed their own work and its place in the literary tradition, and the ways in which readers interpreted the fusions and tensions these works embody.  Exploring these complex processes of (re-)invention and (re-)interpretation can open up new ways of understanding the literary polyphony of imperial culture.

One of the anticipated outcomes of the workshop is the creation of an imperial Greek literature network for those working in the area, to be organised in the final group discussion of the day.

The titles of the papers are included in the programme outlined below.

The organisers gratefully acknowledge the support of the Department of Classics at the University of Reading, the Graduate School at the University of Reading, the Jowett Copyright Trust, and the Society for the Promotion of Hellenic Studies

Programme

9:30 – 9:45: Registration
9:45 – 10:00: Introduction (Caitlin Prouatt, Claire Jackson)

10:00 – 11:10, Session 1

(chair: Caitlin Prouatt)

Chrysanthos Chrysanthou (Heidelberg): ‘Generic hybridity in the prologues to Plutarch’s Lives’
Francesca Modini (King’s College London): ‘Playing with Terpander & Co.: lyric interactions in imperial rhetoric’

11:10 – 11:30: Tea break

11:30 – 12:40, Session 2
(chair: Chris Mallan)
Nick Wilshere (Nottingham): ‘Homer among the Celts: Lucian’s Hercules’
Nicolò d’Alconzo (Exeter): ‘Mapping Greek novels with Lucian’

12:40 – 1:30: Lunch

1:30 – 2:40, Session 3
(chair: Claire Jackson)
Chris Mallan (Oxford): ‘Further thoughts on the Parthica of Pseudo-Appian’
Dan Jolowicz (Cambridge): ‘Greek imperial authors reading Latin literature for pleasure’

2:40 – 3:00: Tea break

3:00 – 4:30, Session 4
Ian Rutherford (Reading): keynote address
Group discussion

5:00: End of conference

Revolutions and Classics:

We are delighted to publish the programme of the previously announced one-day workshop ‘Revolutions and Classics’, co-organised by our very own Prof. Barbara Goff and Dr Rosa Andújar (UCL):

Friday 22 July 2016

IAS Common Ground, University College London

1000-1010 coffee and welcome

Chair: Rosa Andújar, UCL

1010-1040 Rachel Foxley , University of Reading, Innovation and revolution in seventeenth-century England

1040-1110 Nicholas Cole, Pembroke College Oxford, The Classics and the American Revolution — two centuries of controversy

1110-1120 break

Chair: Phiroze Vasunia, UCL

1120-1150 Sanja Perovic and Rosa Mucignat, King’s College London, The Legend of Pythagoras:  Narrating Revolutionary Failure in Sylvain Maréchal and Vincenzo Cuoco

1150-1220 Sebastian Robins, Independent, Ancient Greek Texts in the Age of Revolution: John Gillies Orations of Lysias and Isocrates 1778 and Aristotle’s Ethics and Politics 1797

1220-1315 lunch

1315-1400 early career teaching roundtable:

Chair: Katherine Harloe, University of Reading

Emma Cole, University of Bristol, Classical Reception Pedagogy in Liberal Arts Education

Luke Richardson, University College London, Teaching the Classical Reception “Revolution”. 

Carol Atack, University of Warwick, Precarity and protest: performing politics in Aristophanes’ Lysistrata

1400-1430 discussion

1430-1500 teaching presentations:

Chair: Barbara Goff, University of Reading

Susan Deacy, University of Roehampton, Black Athena in the classical classroom

Joanna Paul, Open University, tbc

1500-1545 discussion, followed by tea

Chair: John Bloxham, Nottingham and OU

1545-1615 Rosa Andújar, University College London, Plato and Pater’s Greeks in the Mexican Revolution

1615-1645 Benjamin Gray, University of Edinburgh, Studying the modern German Left as Ancient History: from Jean Jaurès to Alexander Kluge

1645-1715 Michael Simpson, Goldsmiths, University of London, Of Minotaurs and Macroeconomics: Greek Myth and Common Currency 

1715-1800 reception

https://www.ucl.ac.uk/classics/events/revolutionsandclassics

 

Workshop: The Economic Importance of Coastal Lagoons

Prof. Annalisa Marzano reflects on our most recent workshop:

On Monday May 23rd the Centre for Economic History, in collaboration with Reading Classics, ran a successful workshop entitled ‘The economic importance of coastal lagoons in antiquity and the Middle Ages’.

This workshop idea has developed from Professor Annalisa Marzano’s recent research, which has highlighted how coastal lagoonal environments and the natural resources they offered (eg, fisheries), have been neglected in research work on the ancient economy. This event brought together ancient and medieval historians and archaeologists not only to learn about recent research in these different disciplines and current approaches being used, but also to use information from the medieval period, when documentary data is more abundant and complete than for classical antiquity, as a proxy in studying the exploitation of lagoons in antiquity.

Two guest speakers came to Reading from Ca’ Foscari University in Venice, an institution with which the Classics Department has good research and teaching links, most notably with the collaborative masters’ course in ‘Ancient Maritime Trade and Navigation’. Professor Marzano opened the workshop with a paper on ‘Costal lagoons and large-scale fishing in the Roman Mediterranean: an underestimated resource’, arguing for the integration in the same fish-salting cycle of marine and lagoonal fisheries.

Dr Alessandro Rucco spoke on ‘Fisheries in the early medieval landscape of Comacchio (Ferrara, Italy)’, presenting some interesting data on the scale of human interaction in this very unique natural environment. Dr Cecilia Moine concluded the afternoon with a presentation on ‘Water exploitation in a changing lagoon: The Venetian area in the late Middle Ages’, which focused on fascinating archival material from various nunneries and monasteries. Among other things, we learnt that in the case of rent paid in kind to these religious institutions, the two most common items listed in the documents were wine and fish; this surely reveals something about life and diet in these religious houses!

It was a very fruitful afternoon, and the speakers and attendees enjoyed chatting over a cup of tea or coffee (after some struggle with an uncooperative pump in the coffee thermos!)