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Given the immense ethnic and cultural diversity as well as the vast geographical dimensions of the Roman Empire, the teaching of Roman antiquity comprises an enormous potential to deal with the increasing heterogeneity in German-speaking classrooms. This article aims to show how the majority of contemporaneous Latin textbooks, however, fail to use this potential by being limited to mono-perspective and Eurocentric approaches to the ancient world.
In spite of didactical claims to foster students’ intercultural competence, most of the textbooks depict the city of Rome as an ethnically and culturally homogeneous sphere. At the same time, they present the Roman Empire nearly exclusively from the perspective of representatives of Italian-born, powerful upper-class families firmly connected to ‘Roman’ culture. In doing so, the Latin textbooks falsify the ancient historical realities and deprive students of the perspectives of figures like provincials or slaves. Furthermore, the textbooks’ narrative scope clearly focusses on Rome and Greece, still paying noticeable attention to West-European provinces, with the African and Asian ones being remarkably excluded. Only few exceptions among the textbooks apply alternative approaches which allow students to engage with the Roman Empire’s intercultural dynamics in a more differentiated and multi-perspective way.
Indigene Rechte und COVID-19 (Brasilien) – indigenes Land und Gesundheit unter ernster Bedrohung
(2022)
In March 2021, the IMAGINES Project – an international and interdisciplinary research network for the modern reception of antiquity in the visual and performing arts – held their seventh conference online. The event focused on PLAYFUL CLASSICS, and was hosted from Göttingen University by the organizers Juliette Harrisson, Antje Kuhle and Martin Lindner.
The keynote by Dunstan Lowe on „The Danger of Seriousness: Play and the Future of Classics“ outlined the potential of researching classical reception as a creative process. The following sections brought this to life with in-depth treatments of the underlying mechanics of constructing and deconstructing, playful learning, the „Faces of Antiquity“, forms of interaction and national/nationalistic traditions. The programme combined scholarly contributions with presentations and workshops by various artists and open discussion elements.
The shift to an online format allowed the participation of an unusually international audience, while the interactive elements – including a thematic game as a continuous side event – especially encouraged a large number of students to participate actively. Therefore, this conference report will not just summarize the content of the event, but also provide a student perspective on attending a conference on classical reception – a research area which is mostly neglected in the teaching curriculum.
»Plus outre« – immer weiter
(2022)