Teaching Sensitive Topics in the Secondary Classics Classroom

Abstract

This article examines how a number of teachers of Classics at secondary school level say they deal with sensitive topics, such as violence, religious belief, death and sex and sexuality. In the secondary school original texts are read partly for improving the students' understanding of the language and partly for the study of other aspects of the ancient society, such as the subject matter and the process of a legal case, for example. Therefore, sensitive topics often arise incidentally during the reading of a text rather than because they are the particular feature of the reading. Should teachers brush past such an topic for fear of causing offence or getting into trouble with school authorities or parents, or should they use the topic to develop their students' understanding of the topic at hand – and if the latter, how far should they go?

A critical investigation of Y7 students’ perceptions of Roman slavery as evidenced in the stories of theCambridge Latin Course

“…Yet whilst universities and scholars grapple with these discourses on Classics and social class, Joffe notes that younger students are also becoming aware of this growing movement and claims that classrooms are changing as a result and that as teachers ‘…we must better equip ourselves as instructors to have these difficult conversations with [students]’ (Joffe, 2019, p.2). Many scholars would argue that there has always been a place within the Classics classroom to approach sensitive and controversial subjects (Hunt, 2016; Sorkin Rabinowitz & McHardy, 2014). Thus, if there is room to tackle subjects like slavery or the treatment of women, then arguably there is room to promote social justice as well.…”

“…Hunt, along with many other classicist educators, believes that Classics should be no different (Hunt, 2016, p.31). This notion is exemplified by the Department of Education, who promoted the study of Classics in their pamphlet Curriculum Matters: Classics from 5–16 by highlighting the distinctive contribution Classics could make to a student's education and their understanding of controversial issues in the world around them.…”

“…Therefore, many students are exposed to sensitive topics from Roman society. The CLC is by far the most popular of the UK Latin course books, with an estimated 90% of the Latin course book market share (Cambridge School Classics Project, 2015; Hunt, 2016, p. 32). The CLC follows the reading-approach method using stories and a continuous narrative which contains many sociocultural topics often introduced both through the characters and stories in Latin and then through cultural background information at the back of each stage.…”

“…In an article, 'The Slaves were Happy': High School Latin and the Horrors of Classical Studies, Erik Robinson, a Latin teacher from a public high school in Texas, criticises how, in his experience, Classics teaching tends to avoid in-depth discussions on issues such as the brutality of war, the treatment of women and the experience of slaves (Robinson, 2017). However, texts such as the article 'Teaching Sensitive Topics in the Secondary Classics Classroom' (Hunt, 2016), and the book 'From abortion to pederasty: addressing difficult topics in the Classics classroom' (Sorkin Rabinowitz & McHardy, 2014) strongly advocate for teachers to address these difficult and sensitive topics. They argue that the historical distance between us and Greco-Roman culture and history can allow students to engage and participate in discussions that may otherwise be difficult and can provide a valuable opportunity to address uncomfortable topics in the classroom.…”

Developing students' ideas of diversity in the ancient and modern worlds through the topic of Alexandria in the Cambridge Latin Course, Book II

“…4-9). Diversity, which includes issues relating to sex and sexuality, should also be recognised as one of the sensitive topics outlined by Hunt (2016), which arise incidentally through the routine acts of teaching and learning in the classroom, which teachers have a responsibility to address as an important part of schooling (Hunt, 2016, p.31).…”