More information

Academic publications:

You can read more about the concept and pedagogy of our project in the following articles which have been written by Dr Evelien Bracke (project coordinator):

Students doing their teacher training have also written theses about the project:

Het project in de media


Similar projects

Primary Greek: other teaching materials

Diversity of Classics teaching and inclusive antiquity – a selection of recent publications:

  • Our mythical childhood
  • Andries, M. 2018. Op weg naar hedendaags literatuuronderwijs Latijn: de integratie van moderne literatuurtheorie in de derde graad secundair onderwijs Latijn. UGent masterscriptie. Gent.
  • Bond, S.E. 2019. How to kill a canon: sourcebooks that address the silence. Society for Classical Studies.
  • Bostick, D. 2019. Assessing assessments in the secondary Latin classroom. In Medias Res.
  • Bracey, J. 2017. Why Students of Color Don’t Take Latin. Eidolon.
  • Carlon, J. (2013). The implications of SLA research for Latin pedagogy: modernising Latin instruction and securing its place in curriculaTeaching Classical Languages.
  • Deacy, S. Blog about teaching about mythology to pupils with autism
  • De Rynck, P., Van Houdt, T. 2016. De nieuwe Grieken en Romeinen: verrassende confrontaties met de klassieke oudheid. Antwerpen.
  • Doerries, B. 2015. The Theater of War. What ancient Greek Tragedies can Teach us today. Carlton North.
  • Dugan, K. 2019. The “Happy Slave” narrative and Classics pedagogy: a verbal and visual analysis of beginning Greek and Latin textbooks, New England Classical Journal 46.1, 62-87.
  • Fernández-Götz, M., Maschek, D., Roymans, N. 2020. The dark side of the empire: Roman expansionism between object agency and predatory regime. Antiquity 94(378), 1630-39.
  • Flor, Miko: Blogposts about the classical tradition in the Netherlands
  • Forde, S. 2019. Using classical reception to develop students’ engagement with classical literature in translation. Journal of Classics Teaching 20(39), 14-23.
  • Gerhards, J., Sawert T., Kohler U. 2019. Des Kaisers alte Kleider: Fiktion und Wirklichkeit des Nutzens von Lateinkenntnissen. Kölner Zeitschrift für Soziologie und Sozialpsychologie 71, 309-26.
  • Goosen, K., e.a. 2017. Is dat iets voor mij juf? Leerlingen versterken in het keuzeproces van basis naar secundair. Leuven.
  • Hall, E., Stead, H. 2020. A People’s History of Classics: Class and Greco-Roman Antiquity in Britain and Ireland 1689 to 1939. London.
  • Hendrickson, T. 2020. Gender diversity in Greek and Latin grammar: ten ancient discussions. Ad Meliora.
  • Hill, B. 2006. Latin for students with severe foreign language learning difficulties. in Gruber-Miller, J. (ed.). When Dead Tongues Speak. Teaching Beginning Greek and Latin. Oxford: Oxford University Press, 50-67.
  • Hong, Y. 2013. Talking about rape in the Classics classroom. CW 106.4, 669-75.
  • Hubbard, T. 2003. Special Needs in Classics. In Morwoord, J. (ed.). The Teaching of Classics. Cambridge: Cambridge University Press. 51-60.
  • Hunt, S. 2016. Teaching sensitive topics in the secondary Classics classroom. Journal of Classics Teaching 17.34, 31-43.
  • Hunt, S. Bibliography about teaching classical languages to pupils with learning disabilities
  • Jäger, H. 2013. Interkulturelle Kompetenz im Lateinunterricht. Pegasus-Onlinezeitschrift XIII, 33(54), 33-54.
  • Janssis, J. 2017. Latijn als hefboom voor anderstaligen. Kleio 46.3, 141–143.
  • Jenkins, T. 2015. Antiquity Now: The Classical World in the Contemporary American Imagination. Cambridge.
  • Kipf, Stefan (ed.) 2021. Integration durch Sprache: Schüler nichtdeutscher Herkunftssprache lernen Latein. Heidelberg: Propylaeum.
  • Lehembre, D. 2019. Metire ut scias: welke leerlingentypes stoppen met Latijn en hoe kunnen we dat vermijden? Kleio 48.3.
  • Libatique, D. 2020. Object-ifying language: in the classroom, syntax can be a tool or a weapon. Eidolon.
  • Marciniak, M. (ed.) 2016. Our Mythical Childhood. The Classics and Literature for Children and Young Adults. Leiden.
  • Minkova, M. 2019. Some ways to introduce diversity into the Latin classroom. In Medias Res.
  • Morales, 2020. Antigone Rising: The Subversive Power of the Classics. Bold Type Books.
  • Naoíse Mac Sweeney et al. 2019. Claiming the Classical: The Greco-Roman World in Contemporary Political DiscourseCouncil of University Classics Departments UK 48, 1-19.
  • Pisarello, A. 2020. How to build community in your online classroom. Eidolon.
  • Poser, R. 2021. He wants to save Classics from whiteness. Can the field survive? The New York Times 2 February 2021.
  • Rabinowitz, N. S. & McHardy, F. 2014. From Abortion to Pederasty. Addressing Difficult Topics in the Classics Classroom. Columbus: The Ohio State University Press.
  • Ram-Prasad, K. 2019. Reclaiming the Ancient World: Towards a Decolonized Classics. Eidolon.
  • Sententiae Antiquae blog over Decolonising a myth class
  • Schmude, M.P. 2012. Der ‘Blick von außen auf das Andere’: Entdecker und Eroberer über fremde Menschen und ihre Kulturen – Möglichkeiten und Schwerpunkt(e) eines Lektüreganges (nach dem Lehrbuch) in der Mittelstufe. Pegasus-Onlinezeitschrift 12.1, 33-49.
  • Van Houdt, T. 2012. Latijn en Grieks: Goed voor de sterken, sterk voor de zwakken. Kleio 2.4: 185-91.
  • Verreth, H. 2003. Het beeld van de oudheid in de handboeken Latijn en Grieks. Kleio 32.3, 127-35.
  • Walsh, L. 2016. Giving it up in the classroom: feminist classics and the burden of authority. Eidolon.
  • Zuckerberg, D. (2016). How to Be a Good Classicist Under a Bad Emperor. Eidolon.

Secondary literature on the impact of Greek on pupils’ linguistic skills: