This volume comes at a time of real energy surrounding Classical subjects and their place within UK education. The product of two Classics in Communities conferences, in 2013 and 2015 respectively, the book aims to be a practical toolkit to its reader; covering the full breadth of issues from education policy in various countries, to starting and running a successful Latin scheme in local schools, to online learning and digital resources. Yet its aims fall short of the mark in some respects, and the lack of a clear audience (is it for academics, teachers, ‘non-specialist’ teachers, students, everyone?) means that it struggles to find the right balance in the topics under discussion, even though the book is full of high-quality contributions. The varied content in the book has been arranged into three sections: ‘Education Policy and the Effect on Provision’, ‘Finding and Taking the Opportunities to Deliver Classics for All’ and ‘Classics in the Future’.
The initial chapters of the first section, by S. Hunt and E. Searle, set the tone for the book, providing a detailed overview of the political and practical changes to the subject within the UK education system (primary, secondary and, to a degree, HE). J. Bulwer, E. Matters and P. da Cunha Corrêa ensure the reader has a more global perspective, outlining the current situation for Classical subjects in Europe and internationally. Indeed, Hunt continues to provide a second highly informative and engaging chapter about Latin teaching in the US, where communicative approaches have flourished; in the position of student rather than teacher, Hunt discusses his experiences of this different pedagogical approach – a teaching style largely absent in the UK. Da Cunha Corrêa's discussion of a university outreach scheme in a Brazilian school is similarly useful, providing a grounding in an entirely different education system to that of the UK. It is this type of reflection that is the real strength of the book. In many chapters (though by no means all) we are not just hearing about an innovative project or a change in policy, but a detailed discussion of why it was introduced, the effects it had and the difficulties it faced: the authors embrace the opportunity this book has presented to reflect on their practice, project, experiences or ideas.
The second section of the book, ‘Finding and Taking the Opportunities to Deliver Classics for All’, is about developing Classical subject provision in practice, with a range of projects under discussion. This section's great success is in having contributions from individuals outside of academia, providing a refreshing viewpoint that is all too frequently missing; though the section is not exclusively non-academic, it is the contributions by school teachers such as J. Maguire, O. Sanchez and R. Darby that shine here. Much of the content is perhaps what one would expect, setting up Latin or Classics in schools where it has not previously been offered, but it is their observations and (again) their reflective approach that elevate the discussion. This is not to dismiss the more traditional university outreach schemes that are presented in this section, which are interesting and challenging in their own right, but if sustainability is the key to developing Classical subjects in schools (which surely it must be), then it is the teachers’ insights which are of most value. Furthermore, some key issues are raised by these contributors. Sanchez, in her case study on introducing Latin into her own school in Tower Hamlets, London, raises the question of diversity, bringing in the viewpoints of her own students. As Sanchez argues, broadening the appeal of Latin is not just about the diversity of students studying Latin but the material with which these students are presented: we need to encourage more nuanced teaching that is up to date with modern research and is representative of race, disability, gender and broader social issues.
The third section, ‘Classics in the Future’, feels somewhat like an afterthought, perhaps even a useful ‘holdall’ for chapters that do not comfortably sit elsewhere. The final chapter by E. Hall, for instance, though thoroughly researched and presented, is too academic for this publication, presenting a historical study that is loosely connected to the broad topic and really belongs in a peer-reviewed journal. Furthermore, the two previous chapters, which cover online learning and teaching resources, and relating university courses to modern skill requirements, are firmly current hot topics within the higher education sector, not issues for the future of Classics. Indeed, Holmes-Henderson and K. Tempest's chapter on ‘Classics and Twenty-First-Century Skills’ discusses making degrees relevant to the wider job market when many universities have already addressed these issues in their compulsory modules. These problems with the section, and general placement, overshadow the useful contribution from J. Robson and E.-J. Graham from the Open University, who highlight how they have utilised their online learning platforms to engage with multiple audiences. Further discussion of digital resources would have complemented the OU case study, and this section of the book is a missed opportunity to help shape future practice in this growing area.
The volume is a well timed and useful contribution to the current issues the subject faces in the UK, Europe and further afield, at a time when the development of Classics provision is on the ascent. The book may be confused about who is the target audience, but the result of this is that at least some of the chapters will be relevant to most readers. The reflective and critical nature of some chapters and case studies ensures that good practice can develop from the foundations of this book, and there is much here to be celebrated and considered further. Let this book form the basis for future discussion.
