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001 ocn985072313;

003 OCoLC;

005 20190222094651.0;

008 171128t20182018enka b 001 0 eng c;

010 a| 2017056914;

015 a| GBB8A15112| bnb;

016 7 a| 0188909492| Uk;

020 a| 9781474295956q| hardcover;

020 a| 1474295959q| hardcover;

020 a| 9781474297677q| paperback;

020 a| 1474297676q| paperback;

020 z| 9781474295970q| ePDF;

020 z| 1474295975q| ePDF;

020 z| 9781474295963q| eBook;

020 z| 1474295967q| eBook;

024 8 a| 40028446133;

029 1 a| CHVBKb| 524703876;

029 1 a| CHBISb| 011109661;

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029 1 a| CHVBKb| 528603590;

029 1 a| CHDSBb| 006829995;

035 a| (Sirsi) o985072313;

035 a| (OCoLC)985072313;

042 a| pcc;

049 a| EREE;

050 00 a| PA74b| .F679 2018;

082 00 a| 480.0712| 23;

245 00 a| Forward with classics :b| classical languages in schools and communities /c| edited by Arlene Holmes-Henderson, Steven Hunt and Mai Musié ; foreword by Mary Beard.;

264 1 a| London :b| Bloomsbury Academic, Bloomsbury Publishing Plc,c| 2018.;

300 a| xvi, 276 pages :b| illustrations ;c| 25 cm;

336 a| textb| txt2| rdacontent;

337 a| unmediatedb| n2| rdamedia;

338 a| volumeb| nc2| rdacarrier;

504 a| Includes bibliographical references and index.;

505 0 a| List of Figures; Editors and Contributors; Foreword; Acknowledgements; Introduction; PART I Education Policy and The Effect On The Provision Of Classics In Schools; CHAPTER 1 Getting Classics Into Schools? Classics and The Social Justice Agenda Of THE UK Coalition Government, 2010-2015; CHAPTER 2 Widening Access to Classics In The Uk: How The Impact, Public Engagement, Outreach and Knowledge Exchange Agenda Have Helped; CHAPTER 3 Classics In Australia: On Surer Ground?; CHAPTER 4 Reintroducing Classics In A Brazilian Public School: Project Minimus In São paulo;

505 8 a| CHAPTER 5 Changing Priorities In Classics Education In Mainland EuropeCHAPTER 6 Latin Is Not Dead: The Rise Of Communicative Approaches To The Teaching Of Latin In The United States; PART II CARPE DIEM: FINDING AND TAKING OPPORTUNITIES TO DELIVER CLASSICS FOR ALL; CHAPTER 7 Delivering Latin In Primary Schools; CHAPTER 8 Latin In Norfolk: Joining Up The Dots; CHAPTER 9 Introducing Latin In A State-Maintained Secondary School In England: Lessons Learned;

505 8 a| CHAPTER 10 Creation and Impact Of Regional Centres Of Excellence For Classics: The Iris Classics Centre at Cheney And The East End Classics CentreCHAPTER 11 Developing A Classics Department From Scratch: Two Case Studies; CHAPTER 12 Academia Latina: Working In South African Schools And Prisons; CHAPTER 13 Taking Classics Into Communities; CHAPTER 14 The Appeal Of Non-Linguistic Classical Studies Among Sixth-Form Students; Part III CLASSICS IN THE FUTURE; CHAPTER 15 Classics Online At The Open University: Teaching And Learning With Interactive Resources;

505 8 a| CHAPTER 16 Classics and Twenty-First-Century SkillsCHAPTER 17 Classics in Our Ancestors' Communities; Conclusion: Achievements Of The Classics In Communities Project; Glossary; Index.;

520 a| Despite their removal from England's National Curriculum in 1988, and claims of elitism, Latin and Greek are increasingly re-entering the 'mainstream' educational arena. Since 2012, there have been more students in state-maintained schools in England studying classical subjects than in independent schools, and the number of schools offering Classics continues to rise in the state-maintained sector. The teaching and learning of Latin and Greek is not, however, confined to the classroom: community-based learning for adults and children is facilitated in newly established regional Classics hubs in evenings and at weekends, in universities as part of outreach, and even in parks and in prisons. This book investigates the motivations of teachers and learners behind the rise of Classics in the classroom and in communities, and explores ways in which knowledge of classical languages is considered valuable for diverse learners in the 21st century. The role of classical languages within the English educational policy landscape is examined, as new possibilities exist for introducing Latin and Greek into school curricula. The state of Classics education internationally is also investigated, with case studies presenting the status quo in policy and practice from Australasia, North America, the rest of Europe and worldwide.;

650 0 a| Greek languagex| Study and teaching.=| ^A36873;

650 0 a| Latin languagex| Study and teaching.=| ^A36872;

650 7 a| Greek languagex| Study and teaching.2| fast0| (OCoLC)fst00947270;

650 7 a| Latin languagex| Study and teaching.2| fast0| (OCoLC)fst00993236;

700 1 a| Holmes-Henderson, Arlene,e| editor.=| ^A1373285;

700 1 a| Hunt, Stevenc| (Classicist),e| editor.=| ^A1373046;

700 1 a| Musié, Mai,e| editor.=| ^A1373286;

700 1 a| Beard, Mary,d| 1955-e| writer of foreword.=| ^A535361;

938 a| Brodartb| BRODn| 119794403;

938 a| Brodartb| BRODn| 119793997;

938 a| Baker and Taylorb| BTCPn| BK0020696398;

938 a| YBP Library Servicesb| YANKn| 14258936;

949 a| PA74 .F679 2018h| JOYNER48o| jssbi| 30372012261589;

994 a| C0b| ERE;

596 a| 1;

998 a| 4904132;

999 a| PA74 .F679 2018w| LCc| 1i| 30372012261589d| 10/2/2019e| 4/2/2019l| JGESm| JOYNERn| 1r| Ys| Yt| JGESBKu| 2/22/2019x| BOOKz| JSTACKSo| .STAFF. jssb;

Forward with classics : classical languages in schools and communities / edited by Arlene Holmes-Henderson, Steven Hunt and Mai Musié ; foreword by Mary Beard.

Format	Book
Publication	London : Bloomsbury Academic, Bloomsbury Publishing Plc, 2018.
Copyright Date	©2018
Description	xvi, 276 pages : illustrations ; 25 cm
Subjects	Greek language--Study and teaching. Latin language--Study and teaching.

Other author/creator	Holmes-Henderson, Arlene, editor.
Other author/creator	Hunt, Steven (Classicist), editor.
Other author/creator	Musié, Mai, editor.
Other author/creator	Beard, Mary, 1955- writer of foreword.
Contents	List of Figures; Editors and Contributors; Foreword; Acknowledgements; Introduction; PART I Education Policy and The Effect On The Provision Of Classics In Schools; CHAPTER 1 Getting Classics Into Schools? Classics and The Social Justice Agenda Of THE UK Coalition Government, 2010-2015; CHAPTER 2 Widening Access to Classics In The Uk: How The Impact, Public Engagement, Outreach and Knowledge Exchange Agenda Have Helped; CHAPTER 3 Classics In Australia: On Surer Ground?; CHAPTER 4 Reintroducing Classics In A Brazilian Public School: Project Minimus In São paulo
Contents	CHAPTER 5 Changing Priorities In Classics Education In Mainland EuropeCHAPTER 6 Latin Is Not Dead: The Rise Of Communicative Approaches To The Teaching Of Latin In The United States; PART II CARPE DIEM: FINDING AND TAKING OPPORTUNITIES TO DELIVER CLASSICS FOR ALL; CHAPTER 7 Delivering Latin In Primary Schools; CHAPTER 8 Latin In Norfolk: Joining Up The Dots; CHAPTER 9 Introducing Latin In A State-Maintained Secondary School In England: Lessons Learned
Contents	CHAPTER 10 Creation and Impact Of Regional Centres Of Excellence For Classics: The Iris Classics Centre at Cheney And The East End Classics CentreCHAPTER 11 Developing A Classics Department From Scratch: Two Case Studies; CHAPTER 12 Academia Latina: Working In South African Schools And Prisons; CHAPTER 13 Taking Classics Into Communities; CHAPTER 14 The Appeal Of Non-Linguistic Classical Studies Among Sixth-Form Students; Part III CLASSICS IN THE FUTURE; CHAPTER 15 Classics Online At The Open University: Teaching And Learning With Interactive Resources
Contents	CHAPTER 16 Classics and Twenty-First-Century SkillsCHAPTER 17 Classics in Our Ancestors' Communities; Conclusion: Achievements Of The Classics In Communities Project; Glossary; Index.
Abstract	Despite their removal from England's National Curriculum in 1988, and claims of elitism, Latin and Greek are increasingly re-entering the 'mainstream' educational arena. Since 2012, there have been more students in state-maintained schools in England studying classical subjects than in independent schools, and the number of schools offering Classics continues to rise in the state-maintained sector. The teaching and learning of Latin and Greek is not, however, confined to the classroom: community-based learning for adults and children is facilitated in newly established regional Classics hubs in evenings and at weekends, in universities as part of outreach, and even in parks and in prisons. This book investigates the motivations of teachers and learners behind the rise of Classics in the classroom and in communities, and explores ways in which knowledge of classical languages is considered valuable for diverse learners in the 21st century. The role of classical languages within the English educational policy landscape is examined, as new possibilities exist for introducing Latin and Greek into school curricula. The state of Classics education internationally is also investigated, with case studies presenting the status quo in policy and practice from Australasia, North America, the rest of Europe and worldwide.
Bibliography note	Includes bibliographical references and index.
LCCN	2017056914
ISBN	9781474295956 hardcover
ISBN	1474295959 hardcover
ISBN	9781474297677 paperback
ISBN	1474297676 paperback
ISBN	ePDF
ISBN	ePDF
ISBN	eBook
ISBN	eBook
Standard identifier#	40028446133

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Forward with classics : classical languages in schools and communities / edited by Arlene Holmes-Henderson, Steven Hunt and Mai Musié ; foreword by Mary Beard.

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