More information

Academic publications:

You can read more about the concept and pedagogy of our project in the following articles which have been written by Dr Evelien Bracke (project coordinator):

• Under contract. Classics at Primary School: A Tool for Social Justice. Routledge.
• Forthcoming 2022. Monsters op de basisschool: de impact van Oudgriekse mythen en taal op kinderen uit kansarme gezinnen. Zenobia, 231-39.
• 2021. ‘Iedereen Latijn’ van theorie naar praktijk: een diversiteitstoolkit. Didactica Classica Gandensia, vol. 54, 2021, pp. 49–74.
• 2020. De impact van Oudgriekse studie op kansarme leerlingen: participatieverruiming in het lagere scholenproject Oude Grieken – Jonge Helden. Lampas 53, 90-103.
• 2020. Child Poverty and ancient Greek – summary. Summary in English of Jonge Helden for ‘Towards a more inclusive Classics: perspectives from teaching and research’ congress, 25-26the of June 2020, Institute of Classical Studies, London.
• Bradshaw, C. 2020. The impact of learning Latin on school pupils: a review of existing data. Language Learning Journal 48.2, 226-36.
• 2019. Klassieke talen en kansarmoede: een pilootproject Oudgrieks in het lager onderwijs. Kleio 48.4, 169-78.
• 2018. Latin in the Park: Catullus and conjugations in the sunshine. In Henderson-Holmes, A., S. Hunt & M. Musié (eds.) Forward with Classics: Classical Languages in Schools and Communities. London: Bloomsbury.
• 2017. Klassieke talen in crisis? Internationale perspectieven, Kleio 46.2, 87-96.
• 2017. Naar een democratisering van klassieke talenonderwijs? Praktische voorbeelden van differentiatie en dekolonisatie uit het Verenigd Koninkrijk. Prora 22.2, 16-22.
• 2017. The Trumpan horse: modern politics meets ancient Greek literature. Argo 2, 16-17.
• 2016. The role of university student teachers in increasing Widening Participation to Classics. Journal of Widening Participation and Lifelong Learning 18.2, 111-29.
• 2015. Bringing ancient languages into a modern classroom: Some reflections. Journal of Classics Teaching 32, 35-39.

Students doing their teacher training have also written theses about the project:

• Leirens, Jozefien. 2020. Grieks en interculturele sensitiviteit binnen het project Oude Grieken – Jonge Helden. UGent educatieve masterproef.
• Van den Brulle, Arno. 2020. Oudgrieks in het beroepsonderwijs: kwalitatief onderzoek naar de impact van het project “Oude Grieken, Jonge Helden” op het zelfbeeld en intellectueel zelfvertrouwen. UGent educatieve masterproef.

Het project in de media

• The project was discussed in the Opening lecture of the Dutch Week of Classics 2021 about the theme ‘Inclusive antiquity’.
• In October 2020 Dr Evelien Bracke became Laureate of the annual prizes for Science Communication (Public Engagement) by the Royal Flemish Academy of Belgium for Science and Arts. You can hear her discuss this here.
• Opmerkelijk experiment legt alle eerstejaarsleerlingen aan een infuusje Oudgrieks, Het Nieuwsblad 12 February 2020.
• UGent toont leerlingen waarom Grieks relevant blijft, UGent website 11 February 2020.
• Oudgrieks leren?, Karrewiet (Ketnet) 12 March 2019.
• Stormloop voor lessen Oudgrieks op lagere school, Het Nieuwsblad 13 December 2018.
• Hét wapen tegen kansarmoede? Oudgrieks, De Morgen 7 December 2018.

Links

Similar projects

• Aequora – an equivalent project in the USA
• Literacy through Latin – an equivalent project in the UK
• Literacy through Classics – an equivalent project in Wales

Primary Greek: other teaching materials

• For the Week of Classics 2021 three introductory Greek lessons were created on the basis of inscriptions. The accessible material with teacher guidelines can be found here.
• Basil Batrackos: English course for year 5 and 6 pupils.
• Telling Tales in Greek: English course for Year 5 and 6 pupils.
• Alpha is for anthropos: English course for younger pupils, with colouring plates and songs.
• An overview of literature for children on Classical mythology can be found in Geerts, S. 2014. Hoe Skylla in een graafmachine veranderde: de receptie van de klassieke mythologie in de Nederlandstalige jeugdliteratuur van 1970 tot vandaag, UGent.
• Information about studying Greek in Flanders can be found on Waarom Grieks.

Diversity of Classics teaching and inclusive antiquity – a selection of recent publications:

• Our mythical childhood
• Andries, M. 2018. Op weg naar hedendaags literatuuronderwijs Latijn: de integratie van moderne literatuurtheorie in de derde graad secundair onderwijs Latijn. UGent masterscriptie. Gent.
• Bond, S.E. 2019. How to kill a canon: sourcebooks that address the silence. Society for Classical Studies.
• Bostick, D. 2019. Assessing assessments in the secondary Latin classroom. In Medias Res.
• Bracey, J. 2017. Why Students of Color Don’t Take Latin. Eidolon.
• Carlon, J. (2013). The implications of SLA research for Latin pedagogy: modernising Latin instruction and securing its place in curricula. Teaching Classical Languages.
• Deacy, S. Blog about teaching about mythology to pupils with autism
• De Rynck, P., Van Houdt, T. 2016. De nieuwe Grieken en Romeinen: verrassende confrontaties met de klassieke oudheid. Antwerpen.
• Doerries, B. 2015. The Theater of War. What ancient Greek Tragedies can Teach us today. Carlton North.
• Dugan, K. 2019. The “Happy Slave” narrative and Classics pedagogy: a verbal and visual analysis of beginning Greek and Latin textbooks, New England Classical Journal 46.1, 62-87.
• Fernández-Götz, M., Maschek, D., Roymans, N. 2020. The dark side of the empire: Roman expansionism between object agency and predatory regime. Antiquity 94(378), 1630-39.
• Flor, Miko: Blogposts about the classical tradition in the Netherlands
• Forde, S. 2019. Using classical reception to develop students’ engagement with classical literature in translation. Journal of Classics Teaching 20(39), 14-23.
• Gerhards, J., Sawert T., Kohler U. 2019. Des Kaisers alte Kleider: Fiktion und Wirklichkeit des Nutzens von Lateinkenntnissen. Kölner Zeitschrift für Soziologie und Sozialpsychologie 71, 309-26.
• Goosen, K., e.a. 2017. Is dat iets voor mij juf? Leerlingen versterken in het keuzeproces van basis naar secundair. Leuven.
• Hall, E., Stead, H. 2020. A People’s History of Classics: Class and Greco-Roman Antiquity in Britain and Ireland 1689 to 1939. London.
• Hendrickson, T. 2020. Gender diversity in Greek and Latin grammar: ten ancient discussions. Ad Meliora.
• Hill, B. 2006. Latin for students with severe foreign language learning difficulties. in Gruber-Miller, J. (ed.). When Dead Tongues Speak. Teaching Beginning Greek and Latin. Oxford: Oxford University Press, 50-67.
• Hong, Y. 2013. Talking about rape in the Classics classroom. CW 106.4, 669-75.
• Hubbard, T. 2003. Special Needs in Classics. In Morwoord, J. (ed.). The Teaching of Classics. Cambridge: Cambridge University Press. 51-60.
• Hunt, S. 2016. Teaching sensitive topics in the secondary Classics classroom. Journal of Classics Teaching 17.34, 31-43.
• Hunt, S. Bibliography about teaching classical languages to pupils with learning disabilities
• Jäger, H. 2013. Interkulturelle Kompetenz im Lateinunterricht. Pegasus-Onlinezeitschrift XIII, 33(54), 33-54.
• Janssis, J. 2017. Latijn als hefboom voor anderstaligen. Kleio 46.3, 141–143.
• Jenkins, T. 2015. Antiquity Now: The Classical World in the Contemporary American Imagination. Cambridge.
• Kipf, Stefan (ed.) 2021. Integration durch Sprache: Schüler nichtdeutscher Herkunftssprache lernen Latein. Heidelberg: Propylaeum.
• Lehembre, D. 2019. Metire ut scias: welke leerlingentypes stoppen met Latijn en hoe kunnen we dat vermijden? Kleio 48.3.
• Libatique, D. 2020. Object-ifying language: in the classroom, syntax can be a tool or a weapon. Eidolon.
• Marciniak, M. (ed.) 2016. Our Mythical Childhood. The Classics and Literature for Children and Young Adults. Leiden.
• Minkova, M. 2019. Some ways to introduce diversity into the Latin classroom. In Medias Res.
• Morales, 2020. Antigone Rising: The Subversive Power of the Classics. Bold Type Books.
• Naoíse Mac Sweeney et al. 2019. Claiming the Classical: The Greco-Roman World in Contemporary Political Discourse. Council of University Classics Departments UK 48, 1-19.
• Pisarello, A. 2020. How to build community in your online classroom. Eidolon.
• Poser, R. 2021. He wants to save Classics from whiteness. Can the field survive? The New York Times 2 February 2021.
• Rabinowitz, N. S. & McHardy, F. 2014. From Abortion to Pederasty. Addressing Difficult Topics in the Classics Classroom. Columbus: The Ohio State University Press.
• Ram-Prasad, K. 2019. Reclaiming the Ancient World: Towards a Decolonized Classics. Eidolon.
• Sententiae Antiquae blog over Decolonising a myth class
• Schmude, M.P. 2012. Der ‘Blick von außen auf das Andere’: Entdecker und Eroberer über fremde Menschen und ihre Kulturen – Möglichkeiten und Schwerpunkt(e) eines Lektüreganges (nach dem Lehrbuch) in der Mittelstufe. Pegasus-Onlinezeitschrift 12.1, 33-49.
• Van Houdt, T. 2012. Latijn en Grieks: Goed voor de sterken, sterk voor de zwakken. Kleio 2.4: 185-91.
• Verreth, H. 2003. Het beeld van de oudheid in de handboeken Latijn en Grieks. Kleio 32.3, 127-35.
• Walsh, L. 2016. Giving it up in the classroom: feminist classics and the burden of authority. Eidolon.
• Zuckerberg, D. (2016). How to Be a Good Classicist Under a Bad Emperor. Eidolon.

Secondary literature on the impact of Greek on pupils’ linguistic skills:

• Chanock, K. 2006. Help for a dyslexic learner from an unlikely source: The study of Ancient Greek. Literacy 40, 164-170.
• Foster, F. 2015. Attitudes to ancient Greek in three schools: a case study. Language Learning Journal 46.2, 159-72.
• Havelock, E.A. 1988. The Alphabet and the Brain: The Lateralization of Writing. Springer.
• Holmes, C.T. & R.L. Keffer. 2010. A computerized method to teach Latin and Greek root words: Effect on verbal SAT scores. The Journal of Educational Research 89.1, 47-50.
• Vekiari, D., Tsegos, I. & Papadakis, T. 2006. The effect of learning Greek historical orthography on the visual and perceptual abilities of the children. Annals of General Psychiatry 5.1, S152.