| Description |
1 online resource (149 p.) |
| Series |
Classics in and Out of the Academy Ser |
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Classics in and Out of the Academy Ser
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| Contents |
Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- List of figures -- List of tables -- Acknowledgements -- 1 Connecting social justice and classical languages -- 1.1 The edge of the beginning -- 1.2 Social inequity and education -- 1.2.1 Mechanics of social inequity -- 1.2.2 The role of educational inequity -- 1.3 Classics and social justice -- 1.3.1 'The glory that was Greece // and the grandeur that was Rome' -- 1.3.2 Classics and educational barriers -- 1.4 Conclusion and reflection tools |
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2 Raising young heroes -- teaching Latin and ancient Greek at primary school -- 2.1 Classics at primary school in the US and Europe -- 2.1.1 'Latin words are like sticks of dynamite': Latin in US primary schools -- 2.1.2 From the UK to Greece: primary school classics projects in Europe -- 2.2 Introducing the Ancient Greeks -- Young Heroes project -- 2.2.1 From literacy to young heroes: redefining ancient Greek -- 2.2.2 'It was fun and I miss the teachers': the project's impact -- 2.2.3 Aspirations and literacy: research findings -- 2.3 Good practice -- 2.3.1 What do you mean by 'classics'? |
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2.3.2 Who would teach the course? -- 2.3.3 What would be the course format? -- 2.4 Conclusion and reflection tools -- 3 Six steps to transformative learning through classics at primary school -- 3.1 Classics and disorientation in the primary classroom -- 3.1.1 The challenges of multidiversity -- 3.1.2 Classics and the 'zone of optimal confusion' -- 3.1.3 Example 1: a lack of disorientation -- 3.1.4 Example 2: finding a balanced disorientation -- 3.1.5 Example 3: a disorientation of pain -- 3.2 'This pedagogy will be made and remade' -- 3.2.1 Step 1: backward design |
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3.2.2 Step 2: broadening the canon for local teaching -- 3.2.3 Step 3: deepening learning from 5Fs to 3Ps -- 3.2.4 Step 4: knowledge co-creation -- 3.2.5 Step 5: applied assessment -- 3.2.6 Step 6: courageous conversations -- 3.3 Conclusion: from disorienting dilemma to transformative learning -- 3.4 Reflection tools -- 4 Six 'how-to' questions on teaching Latin and ancient Greek language at primary school -- 4.1 Transformative curriculum-building in action -- 4.1.1 Question 1: how to design a transformative learning course? -- 4.1.2 Question 2: how to teach the ancient Greek alphabet? |
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4.1.3 Question 3: how to teach Latin or ancient Greek grammar? -- 4.1.4 Question 4: how to integrate pupils' home languages? -- 4.1.5 Question 5: how to approach Latin or ancient Greek texts? -- 4.1.6 Question 6: how to build up linguistic knowledge without rote learning? -- 4.2 Conclusion: transformative learning through a translanguaging approach -- 4.3 Reflection tools -- 5 Community engagement between pupils and policy -- 5.1 Ripples of community engagement -- 5.1.1 Engaging with learners and teachers: from transaction to co-creation |
| Notes |
Description based upon print version of record |
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5.1.2 Engaging with families and communities: taking classics home |
| Subject |
Classical philology -- Study and teaching (Elementary)
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Social justice and education
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Social justice and education.
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| Form |
Electronic book
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| ISBN |
9781000835243 |
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1000835243 |
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