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Classics in the Modern WorldA Democratic Turn?$
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Lorna Hardwick and Stephen Harrison

Print publication date: 2013

Print ISBN-13: 9780199673926

Published to Oxford Scholarship Online: January 2014

DOI: 10.1093/acprof:oso/9780199673926.001.0001

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The Democratic Turn in (and through) Pedagogy

The Democratic Turn in (and through) Pedagogy

A Case Study of the Cambridge Latin Course1

Chapter:
(p.142) (p.143) 11 The Democratic Turn in (and through) Pedagogy
Source:
Classics in the Modern World
Author(s):

Joanna Paul

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199673926.003.0011

This chapter examines the importance of pedagogy in the ‘democratic turn’ through a case study of the Cambridge Latin Course (CLC), focusing on three important aspects. Firstly, how do the CLC’s origins—closely connected to the spread of comprehensive education in the late 1960s, and other ‘democratizing’ moves in education – help us to understand changing views of classics as an elitist subject? Secondly, how do its innovative methods, which encouraged a more immersive, intuitive approach to the language, contribute to the CLC’s role as a potential catalyst for a ‘democratic turn’? Finally, how does the content of the CLC, with its narratives of slave-owners and dutiful women, comment on the problems of trying to communicate ‘undemocratic’ histories to a pluralistic audience? Careful consideration of how the CLC was devised, developed, and used, therefore, allows us to confront some of the most critical issues regarding who uses the ancient past, for what purposes, and with what consequences.

Keywords:   pedagogy, Latin, Cambridge Latin Course, Democratic

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