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https://hdl.handle.net/1959.11/33398| Title: | Myths of Classical Education in Australia: Fostering Classics through Fabrication, Visualisation, and Reception | Contributor(s): | Hale, Elizabeth (author) ; Foka, Anna (author) |
Publication Date: | 2021 | Early Online Version: | 2020-06-18 | Open Access: | Yes | DOI: | 10.31338/uw.9788323546245.pp.295-310 |
Handle Link: | https://hdl.handle.net/1959.11/33398 | Abstract: | While Classics is nominally taught throughout Australia, and the Australian National Curriculum has established a framework to support the teaching of Classics and Classical Languages wherever schools can sustain a programme, the bulk of Classics teaching occurs on the east coast, and mostly in the states of New South Wales and Victoria. This chapter takes New South Wales as its focus and uses examples from Sydney Classics teachers as case studies. | Publication Type: | Book Chapter | Source of Publication: | Our Mythical Education: The Reception of Classical Myth Worldwide in Formal Education, 1900-2020, p. 295-310 | Publisher: | Warsaw University Press | Place of Publication: | Warsaw, Poland | ISBN: | 9788323546320 9788323546160 9788323546245 9788323546405 |
Fields of Research (FoR) 2020: | 470316 Latin and classical Greek languages 470506 Children's literature 390199 Curriculum and pedagogy not elsewhere classified |
Socio-Economic Objective (SEO) 2020: | 280116 Expanding knowledge in language, communication and culture 280109 Expanding knowledge in education |
HERDC Category Description: | B1 Chapter in a Scholarly Book | Publisher/associated links: | https://www.wuw.pl/product-eng-14689-Our-Mythical-Education-The-Reception-of-Classical-Myth-Worldwide-in-Formal-Education-1900-2020.html | WorldCat record: | http://www.worldcat.org/oclc/1262599572 | Series Name: | Our Mythical Childhood | Description: | This chapter focuses on how Australian Classics teachers use creative approaches to classical education, using fabrication, visualization and reception to engage students. We examine several case studies that show how teachers integrate an appreciation of classical mythology into a curriculum that is covering many aspects of ancient cultures. Case studies include looking at the use of Lego and Digital fabrication technologies, innovative storytelling practices and thoughtful activities, incorporation of Indigenous myth into classical textbooks, and more. Classics teachers are aware of local and global contexts and work with them to increase outreach and access. Our focus is mainly on New South Wales, the State with the largest concentration of classical classrooms. | Editor: | Editor(s): Lisa Maurice |
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| Appears in Collections: | Book Chapter School of Humanities, Arts and Social Sciences |
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