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Conclusion: Achievements of the Classics in Communities Project

Arlene Holmes-Henderson

Arlene Holmes-Henderson is the postdoctoral researcher for the Classics in Communities project in the Faculty of Classics at the University of Oxford. Arlene has a wealth of professional experience from the classroom, having taught Classics in both Scotland and England for more than a decade. She has conducted comparative educational research in the USA, Australia and New Zealand and now provides expert advice to a number of international governments and qualification organisations in the field of language education policy. In addition to researching Classics education, she provides teacher training in schools around the world Author affiliation details are correct at time of print publication.

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Steven Hunt

Steven Hunt is the Subject Lecturer of the PGCE in Classics at the University of Cambridge, UK. He taught Classics for over twenty years in state comprehensive schools and is author of Starting to Teach Latin (Bloomsbury, 2016). Steve contributes to CPD events at national and international levels, is Editor of the Journal of Classics Teaching, President of the Association of Latin Teaching, and lectures on Classics Education on the teacher training courses at Liverpool Hope University and Harris Academies Author affiliation details are correct at time of print publication.

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Forward with Classics : Classical Languages in Schools and Communities

Bloomsbury Academic, 2018

Book chapter

...Lessons learned This book has shown some of the exciting projects and achievements of individuals and groups in bringing classical subjects to students in schools and universities, and the public at large in theaters...

Afterword

Chris Vine

Chris Vine

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Theatre in Education in Britain : Origins, Development and Influence

Bloomsbury Methuen Drama, 2016

Book chapter

...Chris Vine’s view of how TIE works and what it should seek to achieve varies from my own in key respects. In his Afterword he stresses that the ‘conscientization’ sought by Freire would include a rousing to action and thus move beyond...

England

Country overview

...Country overview England is the largest political entity in the United Kingdom. The Department for Education (DfE) is the department of Her Majesty’s Government responsible for education, apprenticeships, and wider skills in England. Other...

‘Probably More Than I Bargained For’: A Headteacher in England Reflects on Her First Headship

New Primary Leaders : International Perspectives

Continuum, 2011

Book chapter

...Introduction When we talk of schools in deprived areas there are many different kinds of schools in England that might have that said of them, and yet the contextual background of each may be very different. In many...

Afterword

Warwick Dobson

Warwick Dobson

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Theatre in Education in Britain : Origins, Development and Influence

Bloomsbury Methuen Drama, 2016

Book chapter

...In his Afterword to the first section Warwick Dobson amplifies aspects of my analysis thus far concerning the tight control that has been traditionally maintained over the content of the curriculum and access to education by those in power....

Classics in Our Ancestors’ Communities

Edith Hall

Edith Hall

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Forward with Classics : Classical Languages in Schools and Communities

Bloomsbury Academic, 2018

Book chapter

...The study of ancient Greece and Rome is in Britain facing a moment of historical change. Although there are significant initiatives working to reverse the tide, the number of children and teenagers given access to the Latin and Greek...

Learning from Redbrick: Utopianism and architectural legacy of the civic universities

William Whyte

William Whyte

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Utopian Universities : A Global History of the New Campuses of the 1960s

Bloomsbury Academic, 2020

Book chapter

...The new universities of the ‘60s created breathing space amidst the dusty, churchy culture of Oxbridge, Durham and the like. The Victorian red bricks had their own imposing buildings and values – I’d already had a bewildering false start...

Being Reflective: Skills and Techniques

Amanda Thomas

Amanda Thomas is Senior Lecturer in Early Years Education at the University of South Wales, UK. She has ten years of experience as a primary school teacher. Author affiliation details are correct at time of print publication.

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Alyson Lewis

Alyson Lewis is PhD researcher at Cardiff University, UK. She has ten years of experience of working as an early years teacher. Author affiliation details are correct at time of print publication.

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An Introduction to the Foundation Phase : Early Years Curriculum in Wales

Bloomsbury Academic, 2016

Book chapter

...To explain the importance of reflecting on practice in the early years.To identify the skills and characteristics needed to be a reflective practitioner.To discuss a range of reflective models/cycles. Chapter 1 highlighted...

Paving the way for pupil voice? School councils campaign for fairtrade in Liverpool

Anne-Marie Smith

Anne-Marie Smith

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Children as Decision Makers in Education : Sharing Experiences Across Cultures

Continuum, 2010

Book chapter

...Introduction (Whitty and Wisby 2007) [I]n establishing credible school councils . . . school leaders will need to be clear...

Can Church Schools Promote Tolerance in the Twenty-First Century?

Helen Everett

Helen Everett

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Anglican Church School Education : Moving Beyond the First Two Hundred Years

Bloomsbury Academic, 2013

Book chapter

...Introduction Even from the inception of the dual system, faith schools were controversial (Murphy, 1971). Concern over faith schools are quite wide-ranging, including admissions (Bridges and West, 2009; Bridges and Schagen, 2001...