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. The priorities for the future of Classics education in these diverse locations are compared and contrasted by the editors, who conjecture what strategies are conducive to success.

Table of Contents:
FOREWORD: Fight-Back of Classics (Professor Mary Beard, University of Cambridge, UK) INTRODUCTION (Arlene Holmes-Henderson, University of Oxford, UK; Steven Hunt, University of Cambridge, UK; and Mai Musie, University of Oxford, UK) Part 1: Education Policy and the Effect on the Provision of Classics in Schools 1 – Getting Classics into Schools? Classics and the Social Justice Agenda of the Coalition Government 2010-2015 (Steven Hunt, University of Cambridge, UK) 2 – Widening Access to Classics in the UK: How the Impact, Public Engagement, Outreach and Knowledge Exchange Agenda Has Helped (Emma Searle, University of Oxford, UK; Lucy Jackson, King’s College London, UK; and Michael Scott, University of Warwick, UK) 3 – Classics in Australia: On Surer Ground? (Emily Matters, Pymble Ladies’ College, Sydney, Australia) 4 – Reintroducing Classics in a Brazilian Public School: Project Minimus in São Paulo (Paula Corrêa, University of São Paulo, Brazil) 5 – Changing Priorities in Classics Education in Mainland Europe (John Bulwer, Euroclassica, in conjunction with country-based co-authors) 6 – Latin is Not Dead: The Rise of Communicative Approaches to the Teaching of Latin in the US (Steven Hunt, University of Cambridge, UK) Part 2: carpe diem: Finding and Taking Opportunities to Deliver Classics for All 7 – Delivering Latin in Primary Schools: Minimus and Via Facilis (Barbara Bell, The Primary Latin Project, UK; and Zanna Wing-Davey, The Latin Programme, UK) 8 – Latin in Norfolk: Joining Up the Dots (Jane Maguire, Norfolk Latin Project, UK) 9 – Introducing Latin in a State-Maintained Secondary School in England: Lessons Learned (Rowlie Darby, Patcham High School, UK) 10 – Creation and Impact of Regional Centres of Excellence for Classics: East End Classics Centre and the East Oxford Community Classics Centre (Lorna Robinson, Iris Project, UK; Xavier Murray-Pollock and Peter Olive, Capital Classics, UK) 11 – Developing a Classics Department from Scratch: Two Case Studies. (Olivia Sanchez, St Paul’s Way Trust School, UK; and Nicola Felton, Sidney Stringer Academy, UK) 12 – Academia Latina: Working in South African Schools and Prisons (Corrie Schumann and Lana Theron, University of Pretoria, South Africa) 13 – Taking Classics into Communities: (i) A Long Way to Tipperary... Bringing Classical Drama to the Community in Ireland (Patrick Ryan, Classical Association of Ireland), (ii) The Spennymoor Odyssey (Francesca Richards, University of Durham, UK) and (iii) Latin in the Park: Catullus and Conjugations in the Sunshine (Evelien Bracke, University of Swansea, UK) 14 – The Appeal of Non-Linguistic Classical Studies among Sixth-Form Students (Aisha Khan-Evans, King’s College London, UK) Part 3: Classics in the Future 15 – Classics Online at the Open University: Teaching and Learning with Interactive Resources (James Robson and Emma-Jayne Graham, Open University, UK) 16 - Classics and 21st-Century Skills (Arlene Holmes-Henderson, University of Oxford, UK; and Kathryn Tempest, University of Roehampton, UK) 17 – Classics in Our Ancestors' Communities (Edith Hall, King’s College London, UK) CONCLUSION - Achievements of the Classics in Communities Project (Arlene Holmes-Henderson, University of Oxford, UK; Steven Hunt, University of Cambridge, UK; and Mai Musie, University of Oxford, UK) Glossary Bibliography Index