This volume focuses on teaching Classics in carceral contexts in the US and offers an overview of the range of incarcerated adults, their circumstances, and the ways in which they are approaching and reinterpreting Greek and Roman texts.
This volume focuses on teaching Classics in carceral contexts in the US and offers an overview of the range of incarcerated adults, their circumstances, and the ways in which they are approaching and reinterpreting Greek and Roman texts.
Emilio Capettini is Assistant Professor of Classics at the University of California, Santa Barbara. His scholarly work has appeared in Materiali e discussioni per l¿analisi dei testi classici, Classical Quarterly, Mnemosyne, and the American Journal of Philology. Nancy Sorkin Rabinowitz is Professor Emerita of Comparative Literature at Hamilton College. Her publications include Anxiety Veiled: Euripides and the Traffic in Women (1993), Greek Tragedy (2008), and many co-edited volumes, including Sex in Antiquity (2014) and From Abortion to Pederasty: Addressing Difficult Topics in the Classics Classroom (2014).
Inhaltsangabe
Introduction PART I: Old texts, new classrooms 1. Reading the emotions inside and outside: classical Greek texts in prison and beyond 2. "Because we've done bad things": understanding tim¿ in prison 3. Dialogic pedagogy as a model for teaching classics in prison 4. Surmises and surprises: notes on teaching ancient Greek literature in a correctional facility 5. Inside out: classical myth in a county jail 6. From family violence to civic order: ancient myths and modern theory in a medium-security prison PART II: Beyond the classroom 7. Teaching Ovid to incarcerated students: an experiential analysis 8. A poetics of performance liberation: a conversation about The Odyssey Project PART III: Critical pedagogy and the academy 9. Returning citizens and the responsibilities of the academy: teaching for Columbia university's justice-in-education initiative 10. Racing and gendering classical mythology in the incarcerated classroom 11. Critical perspectives on prison pedagogy and classics
Introduction PART I: Old texts, new classrooms 1. Reading the emotions inside and outside: classical Greek texts in prison and beyond 2. "Because we've done bad things": understanding tim¿ in prison 3. Dialogic pedagogy as a model for teaching classics in prison 4. Surmises and surprises: notes on teaching ancient Greek literature in a correctional facility 5. Inside out: classical myth in a county jail 6. From family violence to civic order: ancient myths and modern theory in a medium-security prison PART II: Beyond the classroom 7. Teaching Ovid to incarcerated students: an experiential analysis 8. A poetics of performance liberation: a conversation about The Odyssey Project PART III: Critical pedagogy and the academy 9. Returning citizens and the responsibilities of the academy: teaching for Columbia university's justice-in-education initiative 10. Racing and gendering classical mythology in the incarcerated classroom 11. Critical perspectives on prison pedagogy and classics
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