Tag Archives: ancient history

Advocating Classics Education

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Emma Bridges introduces a new project which aims to increase the provision of Classical Studies and Ancient History qualifications in UK schools.

I’m thrilled to be a patron of Advocating Classics Education (ACE), a new AHRC-funded project which aims to extend the provision of qualifications in Classical Civilisation and Ancient History for 14-18 year-olds across the UK. Led by Prof. Edith Hall and Dr. Arlene Holmes-Henderson of King’s College London, the project is also supported by colleagues in sixteen partner universities, one of which is the Open University.

I first encountered the classical world by way of an ‘A’ level in Classical Civilisation at the state sixth-form college I attended in County Durham. An enthusiastic and dedicated teacher sowed the seeds of my lifelong interest in the ancient Greeks and Romans, and I’ve been hooked on Classics ever since. Qualifications in Ancient History and Classical Civilisation, like the course I studied for ‘A’ level, make the classical world accessible through translated texts, which allow teenagers the opportunity to engage with the diverse range of sub-disciplines of which Classics is comprised – whether that’s literature, archaeology, history, politics or philosophy.

Saturday 1st July 2017 saw the official launch event of ACE. Hosted by the project team at King’s College London, it was attended by schoolteachers and representatives from partner universities (I and my colleague Henry Stead were there on behalf of OU Classical Studies) and national bodies like Classics for All (a charity which helps teachers to introduce or expand Classics provision in their schools) and the Institute of Classical Studies. We talked about ACE’s plans for seeding Classical Civilisation and Ancient History in more schools across the UK, and about the challenges and opportunities with which we’re presented, as well as about the events which partner universities will host in order to showcase all that’s great about studying classical subjects (the OU will host such an event in March 2018).

Teachers talk about life at the Classics ‘chalk-face’.

But for me the most inspiring part of the day was hearing from schoolteachers themselves about the work which they’re doing to introduce the next generation to the classical world. I recognise in these teachers the enthusiasm and dedication which my own ‘A’ level teacher brought to the subject. Many of these teachers refer modestly to themselves as ‘non-specialists’ – that is, they initially qualified in another subject, like English, History or Philosophy, and then went on to develop (often independently) their own understanding of ancient Greece and Rome so that they could offer Classical Civilisation or Ancient History at their school. You can read the story of one such teacher, Paul Found – a former OU Classical Studies MA student – in this blog post. These individuals are remarkable both for their commitment to developing their own subject knowledge and the extra time which they devote to increasing access to Classics – from running after-school clubs and arranging events celebrating the ancient world to staging classical drama. The enthusiasm which they generate in their own pupils as a result is truly extraordinary to see; I’m delighted to be part of a project which enables universities to do more to support their work.

Watch this space for more news on the OU’s involvement in the project. For further information about how you can get involved (as a teacher, supporter or volunteer), visit the ACE website. There’s also a survey about Classics education which you’re encouraged to complete – this will help to inform the project’s work over the coming months.

by Emma Bridges

Journeys across time and space: researching classical reception

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by Emma Bridges

A common thread running through the research and teaching of many of us who work in the department of Classical Studies at the OU is the study of classical reception – that is to say that we think about the ways in which, and the reasons why, ancient Greek and Roman ideas, texts and material culture have been revisited and refigured by later cultures and societies.

One of the most challenging aspects of thinking about classical reception is also, for me, one of the most exciting. In order to develop an understanding of the ways in which themes and ideas have been adopted and adapted in new contexts, a researcher must frequently step outside her own comfort zone, looking beyond the texts with which she is most familiar and exploring a range of genres, historical periods and geographical settings. Following the journey of a theme across time and space can yield fascinating and sometimes unexpected results, and the researcher who does so often needs to become familiar with areas of study of which she had little prior knowledge.

My recent book, Imagining Xerxes, took me on one such journey; in tracing the ancient cultural responses to the figure of the Persian king whose invasion of Greece was famously defeated against seemingly overwhelming odds, I found myself examining ancient sources which spanned a period of around 700 years, with a geographical spread incorporating Greece, the Roman empire and ancient Persia itself, and in a vast – and sometimes daunting – array of diverse literary genres.

Xerxes crosses the Hellespont. Original illustration from Imagining Xerxes (2014). Image copyright Asa Taulbut. Reproduced by permission of the artist.

Xerxes crosses the Hellespont.
Original illustration from Imagining Xerxes (2014). Image copyright Asa Taulbut. Reproduced by permission of the artist.

As a scholar, I have always felt most at home with the Greek texts which were written in the fifth century BC – thus, when I started out, I knew a fair bit about Aeschylus’ Persians, in which a defeated Xerxes appeared on the Athenian tragic stage, and about Herodotus’ historiographical account of the course of the Persian Wars. In the course of my research, however, I also needed to tackle sources ranging from the inscriptions and relief sculptures of the royal palace complex at Persepolis, to biblical texts (Xerxes appears – named as Ahasuerus – as a key figure in the Book of Esther), to Roman and rhetoric and satirical poetry. Along the way I would discover that the historical figure of Xerxes was reimagined and reshaped in astonishingly diverse cultural settings, and that portrayals of his character – shaped by the historical circumstances in which they were produced as well as by the literary agendas of the authors who wrote of him – ranged from images of him as the archetypal and destructive enslaving aggressor, to a figure synonymous with the luxury and exoticism of the Persian court, or as an example of the vacillations of human fortune.

The joy of this kind of work is that there is always more to discover; every text or artefact encountered, every ‘reception’ of an ancient work or idea, has a context – literary, artistic, intellectual, historical – which needs to be investigated and explained if we are to understand why themes from the ancient world recur where and when they do. That’s good news for people like me, who love the challenge of getting to grips with something new!