CFP: Classics and Social Justice SCS 2022

Organizers: Amit Shilo (UC, Santa Barbara), Lindsey Mazurek (Indiana University, Bloomington)

Recent discussions in Classical Studies, including the Our Voices and Res Difficiles conferences, AIA’s diversity webinars, the Everyday Orientalism discussion series, and our own Classics and Civic Activism Workshop at the 2019 SCS Annual Meeting, have argued for a more activist approach to issues of equity in the discipline. But activism is not solely a modern concern. We can find examples of community-based interventions in antiquity as well, such as, arguably, Spartacus’ revolt, Greek and Roman land reform movements, or Lysistrata’s strike. 

In this affiliated group panel the Classics and Social Justice group endeavors to build on activist work through talks that link contemporary activism with movements and ideas in the Greek and Roman worlds. We are interested in continuing to bring scholarship into dialogue with activist practice and critiques, and seek a wide range of papers that deal with questions of activism in antiquity and in the present day, broadly defined. 

Paper topics might include, but are not limited to:

  • proposing new ways of looking at ancient movements for land and wealth redistribution or revolts of enslaved people in the light of recent movements calling for reparations, criminal justice reform, education reform, and leveling income inequality
  • examining how modern debates concerning democracy affect thinking about organizing and agitating in the classical world
  • conversely, analyzing what classical models, theories, and historical events add as paradigms or warnings for activism today
  • Decentering Classics through activism
  • Offering self-reflexive critiques of activism in the Classics 
  • critiquing the applicability of modern paradigms of activism to the ancient world
  • presenting specific public-facing outreach projects that use Classics
  • presenting specific educational policy advocacy efforts that use Classics
  • presenting activism connected to museums and archaeology
  • examining the role of teacher and student activism in the Classics classroom

Abstracts are welcome from all SCS/AIA members and will be anonymously selected.

Please send abstracts for 20-minute talks (up to 350 words) to Nancy Rabinowitz (nrabinow@hamilton.edu) by February 15, 2021.

CFP: Res Diff 2.0 (20 March 2021)

CALL FOR PAPERS
Res Difficiles 2.0
A Digital Conference 
On Challenges and Pathways 
for Addressing Inequity 
In Classics

Organizers:  Hannah Čulík-Baird (Boston University) and Joseph Romero (University of Mary Washington)
Date:  Saturday, March 20, 2021
Platform: Webinar

ResDiff 1.0 was timely respite in the midst of a pandemic that forced us to change whether and how we convene and exacted costs disproportionately in underserved communities by reinforcing the durable inequities that have come to define our times.  What was conceived as an intimate gathering on the campus of Mary Washington for those teaching Classics was transformed into a digital event attracting 250 registrants from twelve countries.  In our papers and conversations, we explored how people on the margins in our texts and contexts are invited—or pushed further from—the center, and explored avenues through with such marginalization might be addressed. Following the conference, recordings of the presentations were made available online at resdifficiles.com. Furthermore, a selection of those papers is being prepared for publication in a co-edited series of consecutive issues in Ancient History Bulletin which will start to appear in 2021.

Though tempted to narrow our focus to any one of the critical issues in and surrounding the discipline, we elected to maintain the furry and broad welcome to a Classics community that clearly needs to talk.  In this second wholly digital conference, we shall once again examine the challenges presented by this curriculum with students who are increasingly more diverse in gender identity, race, ethnicity, income, family structure, and more.  And while the society of our conference will examine pedagogical issues, we hope again to dilate outward to broader issues in education and society from (a) the current and future roles of Classics and the humanities in K-12 and higher education to (b) the ultimate goals of education. We invite papers from all those who study and teach the ancient world. 

Our keynote speaker will be Patrice Rankine, Dean of the School of Arts and Sciences and Professor of Classics at the University of Richmond.

The conference will be hosted as a Zoom webinar with a capacity of 500. Please note that the time zone of the conference will be US Eastern. 

Abstracts of 350 words should be sent electronically to Joseph Romero (jromero@umw.edu) by January 8, 2021.  Papers will be 20-25 minutes with coordinated discussion at the end of each session.  Any questions regarding abstract submission may be addressed to Professors Romero or Čulík-Baird (culik@bu.edu).  For more information see resdifficiles.com.

Bard College Academic Diversity Postdoctoral Fellow, Classical Studies

Employer Website: http://apply.interfolio.com/80574


The Classical Studies Program at Bard College invites applications for its newly-established academic diversity postdoctoral fellowship. Applicants for this position may specialize in any aspect of the literature, material culture, or history of Greece, Rome, or the wider Mediterranean world. They should also be committed to excellence in undergraduate teaching and to participating in the intellectual life of a small Liberal Arts College. Eligible candidates will have received the PhD in the past three years, or may still be ABD, with a clear pathway to completion, at the time they take up the fellowship. 

The purpose of the fellowship is to help advance the academic careers of promising early-stage teacher-scholars while increasing the diversity and enriching the intellectual vitality of our small, interdisciplinary Program and of the wider Bard College community. We are especially interested in receiving applications from individuals who are members of groups that historically have been underrepresented in the professoriate (including, but not limited to, Black, African American, Asian American, Native American, Indigenous, or Latinx candidates), and/or individuals whose experience, teaching, or research will contribute to diversity, inclusion and equal opportunity in the field of Classical Studies. 

The fellowship is for a period of two years, beginning July 1, 2021. The teaching load is 1-1. The fellowship comes with a full-time salary, health benefits, and research funds of $2,000 per year, as well as additional funds and institutional support to organize an academic conference at Bard during the term of the fellowship. The Fellow will be provided with office space, a computer, and library access.  
The Classical Studies Program at Bard College comprises four full-time faculty members, as well as affiliated members in other academic programs. For more about our Program, please visit: https://classicalstudies.bard.edu.  

Candidates should send the following application materials by Interfolio here:  curriculum vitae; letter of application that outlines research plans for the fellowship term as well as the candidate’s interests in and approach to undergraduate teaching; the names and contact information of three recommenders; and a personal statement of their demonstrated commitment to diversity and inclusive excellence in Classical Studies (1-3 pages). Further materials, such as a sample of scholarly work and sample syllabi, may be solicited at a later point. Review of applications will begin on December 15 and will continue until the position is filled. For questions about the position, please email Lauren Curtis, Associate Professor of Classical Studies (lcurtis@bard.edu).

Bard College is an equal opportunity employer and we welcome applications from those who contribute to our diversity. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, mental, or physical disability, age, sexual orientation, gender identity, national origin, familial status, veteran status, or genetic information.

Bard is committed to providing access, equal opportunity, and reasonable accommodation for all individuals in employment practices, services, programs, and activities.

University of Victoria Three Year Limited Appointment, Greek Archaeology

Greek and Roman Studies, Three Year Limited Appointment, Greek Archaeology

The Department of Greek and Roman Studies at the University of Victoria (http://web.uvic.ca/grs)

 invites applications from talented scholars for a Limited Term Position at the rank of Assistant Professor commencing July 1, 2021 and concluding June 30, 2024. Qualified candidates will hold a PhD in ancient Greek archaeology.   

The position requires active, high quality scholarship in Greek archaeology demonstrated by an established research program; the successful candidate will have a strong research pipeline including research targeted to high quality journals.  The Department requires a candidate with a demonstrated record of securing external research funding. The position also requires active fieldwork and leadership roles in archaeological excavation, and the Department is particularly interested in a colleague who is engaged with the broader role of archaeology in cultural contexts.  

The Department requires experience teaching courses in Greek art and archaeology, and particularly the ability to teach courses on the city of Athens, early Greece, and cultural contact in the ancient Mediterranean.  The successful candidate will be expected to supervise undergraduate Honours theses.  In addition, the position requires the ability or experience to participate in the Department’s graduate program by teaching a graduate level survey in Greek archaeology and the supervision of graduate students.  

Furthermore, engagement with issues of multiculturalism, diversity, class, gender, or imperialism and colonialism in Greek archaeology will be considered assets. Other assets for the position include experience leading or assisting in organizing studies abroad such as GRS 395: Classical Studies Abroad and/or GRS 495: Practicum in Archaeology and the ability to teach ancient Greek.   

The position also requires engagement with the activities of the Department including willingness to serve on appropriate committees, professionalism and collegiality, and the demonstrated ability to work collaboratively in an academic unit.  Additional assets would include the ability to serve as a role model and/or mentor for students and a track record addressing equity, diversity and inclusion.  

Please send by e-mail a completed application package including a cover letter which addresses the full scope of the job requirements, along with your curriculum vitae, appropriate evidence of scholarship and research (two to five representative research publications and work in progress) and evidence of teaching skills which includes evidence of the ability to teach to a diverse student body with a range of perspectives, experiences and cultures and cultural sensitivity (a teaching dossier including statements, syllabi, evaluation data).  In addition, please provide three confidential letters of reference addressing research, teaching and service strengths.   

For full consideration, all materials must be submitted by December 1, 2020 to Dr. Ingrid Holmberg, Chair, at grschair@uvic.ca:

We acknowledge with respect the Songhees, Esquimalt and WSANEC peoples on whose traditional territory the university stands and whose historical relationships with the land continue to this day.

The University of Victoria is consistently ranked in the top tier of Canada’s research-intensive universities. Vital impact drives the UVic sense of purpose. As an internationally renowned teaching and research hub, we tackle essential issues that matter to people, places and the planet. Situated in the Pacific Rim, our location breeds a profound passion for exploration. Defined by its edges, this extraordinary environment inspires us to defy boundaries, discover, and innovate in exciting ways. It’s different here, naturally and by design. We live, learn, work and explore on the edge of what’s next—for our planet and its peoples. Our commitment to research-inspired dynamic learning and vital impact make this Canada’s most extraordinary environment for discovery and innovation. Experience the edge of possibilities for yourself.

UVic is committed to upholding the values of equity, diversity, and inclusion in our living, learning and work environments. In pursuit of our values, we seek members who will work respectfully and constructively with differences and across levels of power. We actively encourage applications from members of groups experiencing barriers to equity. Read our full equity statement here: http://www.uvic.ca/equitystatement 

The University acknowledges the potential impact that career interruptions can have on a candidate’s record of research achievement. We encourage applicants to explain in their application the impact that career interruptions have had on their record. 

Persons with disabilities, who anticipate needing accommodation for any part of the application and hiring process, may contact Faculty Relations and Academic Administration in the Office of the VP Academic and Provost at FRrecruit@uvic.ca. Any personal information provided will be maintained in confidence. 

Faculty and Librarians at the University of Victoria are governed by the provisions of the Collective Agreement. Members are represented by the University of Victoria Faculty Association (www.uvicfa.ca). 

All qualified candidates are encouraged to apply; in accordance with Canadian Immigration requirements, Canadians and permanent residents will be given priority. Please indicate in your application package if you are a Canadian citizen or permanent resident.

CFP: Classics and Race

Classical Memories Modern Identities Series
Editors, Richard Armstrong and Paul Allen Miller

With cautious optimism, we hope the current anti-racism protests will provoke moves toward equity and justice. But how did we get to this moment? How can Classics help us process a historical and scholarly legacy of white supremacy? As a recent article stated, “Classics can and should be seen as a field with diverse origins and a rich history of contributions, interpretations, and reinterpretations by people of all races. It is not the heritage of one group of people to the exclusion of another, and it cannot be used to form the bedrock of a white supremacist ideology.” The editors of the Classical Memories/Modern Identities Series seek innovative scholarship that focuses on fully mapping out the racial complexities of the ancient world and how they relate to our time. We are looking for works that reflect on the contributions of African-Americans, Indigenous, Latinx, Asian Pacific Islander Desi American (APIDA), and other underrepresented groups in the field of Classics. We are also searching for works that investigate the archaeology of Classics as a discipline, the complexities and compromises of its formation and development, its appropriation by and for racist agendas, and its deployment as a tool of resistance.

The series is already dedicated to exploring how the classical world has been variously interpreted, transformed, and appropriated to forge a usable past and a livable present. Books published in this series detail both the positive and negative aspects of classical reception and take an expansive view of the topic. Thus it includes works that examine the function of translations, adaptations, invocations, and classical scholarship in personal, cultural, national, sexual, and racial formations. Please email Ana Maria Jimenez-Moreno at the Ohio State University Press for more information.

CFP: Global Antiquities (Journal)

Call for Papers

Global Antiquities

LAUNCHING IN 2020!

Global Antiquities (GA) is a peer-reviewed, open-access journal dedicated to promoting academic work at the crossroads of Classics and Global Studies. The journal aims to publish research that engages scholars of ancient and modern worlds in dialogue about globalization and its effects, both historical and contemporary. Poverty, war, xenophobia, nationalism, migration, terrorism, imperialism, racism: these are major issues in global history shaped powerfully by the contexts in which they occur. GA welcomes submissions of research articles, book reviews, review articles, translations, and commentaries by scholars across disciplines seeking to understand and illuminate global issues through time, from antiquity to the present day.

Global Antiquities is edited by an international editorial team, supported by a distinguished and diverse advisory board.

Visit https://globalantiquities.pitt.edu/GA/about/editorialTeam for details.

NOW INVITING SUBMISSIONS

Global Antiquities invites submissions from Classicists, Ancient Historians, Archaeologists, and scholars in related fields, whose research is in dialogue with contemporary Globalization Studies. We also welcome papers from post-Classical Historians, Political Scientists, Theorists, and Philosophers, Anthropologists, Sociologists, and other social scientists and humanists whose work on global issues engages with the ancient past.

We view as “global” those features of human societies throughout history that cross real or imagined boundaries (geographic, chronological, cultural) and destabilize the primacy of the “state” or “nation” as the fundamental unit of analysis in world history. These “global” features are sometimes described processually as “flows” or “movements”, at other times statically as “systems” or “structures”. We seek work that challenges historical narratives of separateness rooted in a national imaginary, with narratives of interconnectivity and mobility made possible by globalization. Global Antiquities therefore invites submissions on a broad range of topics including (but not limited to):

  • poverty, inequality, enslavement, human rights
  • war, peace, terrorism, diplomacy
  • state formation and development; interstate networks, commerce, and governance
  • ancient and modern identities (esp. the role of antiquity in configuring post-Classical identities)
  • perceptions and expressions of difference (e.g. in gender, race, religion, ethnicity, ability, nationality, sexual identity, etc.)
  • nationalism, indigeneity, citizenship, xenophobia
  • migration, mobility, displacement
  • center, border, and periphery
  • constructions and propagations of culture (esp. across borders)
  • illness and public health (including mental health); disability studies
  • imperialisms; colonization; exploration and geography
  • climate change, the environment, environmental justice
  • organization, structures, and movement of knowledge; technology in society
  • social movements and activism
  • transnational organizations (including criminal) and movements
  • perceptions of and attendance to basic needs and threats thereto (e.g. drought, famine)

In addition, the editorial team also welcomes proposals for edited special issues bringing together cross-disciplinary articles on a single subject. Prospective editors should contact the journal staff for proposal guidelines and further instructions.

HOW TO SUBMIT

Full guidelines for authors are available at https://globalantiquities.pitt.edu/GA/about/submissions

To submit your paper online go to https://globalantiquities.pitt.edu/GA/submission/wizard

SUBSCRIBE

Visit https://globalantiquities.pitt.edu/GA to subscribe and register for email alerts!

MORE INFORMATION

For further details visit the journal homepage at https://globalantiquities.pitt.edu/GA

Michigan Humanities Emerging Research Scholars (MICHHERS) program. Deadline Feb. 7th 2020

This summer research experience, running from Sunday, June 7, to Saturday, June 20, 2020, will help students learn about the various fields within their chosen discipline along with the latest methodologies and developments from faculty in individual department. Participants will have the opportunity to work on a research project under the guidance of U-M faculty and current graduate students. Additionally,they will participate in department seminars, hear from graduate students about their experience and socialize with members of the program.  A graduate admissions workshop and social gatherings will round out the event. Our fourteen day program will host talented students (juniors, seniors and those currently in terminal MA programs), particularly those from backgrounds traditionally underrepresented in graduate education who are interested in pursuing a Ph.D. in Asian Languages and Literatures, Classical Studies, English, History, Linguistics, Romance Languages and Literatures, qualitative Sociology and any humanities field in Women’s Studies. For more information, and to apply to participate in this program, please go to:http://www.rackham.umich.edu/michhers
The application deadline is February 7, 2020.  Travel, lodging, and on campus meals of students attending will be fully paid. Participants will also receive a modest stipend of $1,000. In addition, students who subsequently apply to U-M will receive application fee waivers.

Michigan’s Department of N.N. and the Rackham Graduate School are committed to diversity in graduate education.  I would be grateful if you could forward this information and the attached announcement to interested and eligible students, as well as colleagues who may be aware of students who would be interested in participating.Please let me know if you have any questions.

Best, Sara Ahbel-Rappe
rappe@umich.edu
Classical Studies
MICHHERS Liason
 
 

Petition to Condemn Mock Slave Auctions at JCL Classics Events

For more information and context on this issue, please see Dani Bostick’s detailed post.

Dear Sherwin Little, Mary Pendergraft, & Catherine Sturgill:

We write to express our dismay at the practice of mock slave auctions in the context of Junior Classical League national conventions, state conventions, club meetings, and other topics. We condemn the use of oppression and dehumanization as a source of levity and entertainment in an organization that is often children’s first introduction to Classics. 

We agree with the American Classical League’s May 5 statement against racism and, along with the ACL, we reject “racism and white supremacy in all of their manifestations.” We assume that the JCL, as an affiliate of the ACL, shares these sentiments and is equally committed to the ACL’s commitment that their “ resources, workshops, and other events do not inadvertently promote and further racism, sexism, white supremacy, or any other set of ideas that foster systemic inequities.”

However, in condoning, promoting, holding, and failing to condemn mock slave auctions, JCL-affiliated groups and conventions have created an environment that harms many junior classicists and excludes many other potential classicists. This is not the vision of classics that we want to promote at the secondary or post-secondary level. Individual JCL organizations look to the ACL and JCL for leadership, and they both have a large role in shaping the field and establishing the culture of secondary Classics. They must do better.

We are asking ACL and JCL to: 

  • Apologize for establishing and perpetuating mock slave auctions and acknowledge the harm this has caused generations of students. 
  • Condemn the practice of mock slave auctions for fundraising, classroom instruction, or any other purpose. 
  • Disseminate information to ACL members and JCL sponsors about the harm caused by mock slave auctions and, more broadly, using slavery and other forms of oppression as a source of humor. 
  • Prevent future harm by adding a prohibition against mock slave auctions to the JCL governing documents as soon as possible and releasing immediate guidance that informs stakeholders that they are harmful and inappropriate in any context, including (especially) the classroom.  

As students and instructors at the secondary and post-secondary level and other members of the classics community, we ask you to consider making these changes that will make our field a more inclusive place for everyone.

Sincerely,

Please scroll down to add your name to the petition

Note to signatories: thank you for signing this petition! We also encourage you to do some or all of the following:

  • Write an individual letter of concern to leaders of the ACL and JCL: Mary Pendergraft, President ACL (president@aclclassics.org), Sherwin Little, Executive Director (littles@aclclassics.org), and Catherine Sturgill, Chair of the JCL (publicrelations@ncjl.org)
  • Write a letter as a JCL chapter
  • Ask your department chair / administrator/ equity coordinator or applicable central office leader to write a letter or issue a public statement
  • Pass this letter on to like-minded colleagues (even outside of the field)

Signatories

Dani Bostick
Amy Pistone Gonzaga University
Madelyn Torchin
Aven McMaster
Assistant Professor, Thorneloe University at Laurentian
Kevin M. Perry
David Perry University of Minnesota
Jennifer Lewton-Yates
Asst. Prof. of Classics, Millsaps College
Sarah Teets University of Virginia
Liv Mariah Yarrow
Associate Professor, Classics, Brooklyn College
Jane Sancinito
Visiting Assistant Professor, Oberlin College
Isaac Hoffman Cornell Grad Student
Rebecca Kennedy Denison University
Lindsey Mazurek
Assistant Professor, Department of History, University of Oregon
Victoria Austen-Perry University of Winnipeg
Graham Butler PhD, UBC
Nancy Rabinowitz
Professor of Literature Hamilton College
Thomas Lecaque Grand View University
Preston Bannard
Classics teacher, Groton School
Natalie Daifotis
Graduate Student, UMass Amherst
Judith P Hallett
Deborah Lyons
Dept of Classics, Miami University
Leah Bernardo-Ciddio
PhD Candidate, IPCAA, University of Michigan
Justin Slocum Bailey
Alex Claman Texas Tech University
Emma Remsberg
Timothy Joseph College of the Holy Cross
Sarah Galatioto-Ruff Teacher
Lillian Sellers Tucker High School
Tom Di Giulio
Danielle Kellogg Brooklyn College
Courtney Monahan
Duke University; Durham Academy (Durham, NC)
Wynter Douglas
Lynnea Kaylor
Student & Mentor, Kaylor Ashuvyahu Center for Classical Learning
Barbara Gold
Hamilton College (emerita)
Rosanna Lauriola
Adjunct Assistant prof. of Classics, Randolph-Macon College (VA)
Patricia Kim
Kassandra Miller
Visiting Assistant Professor, Bard College
Danielle Martin
Middle School Latin/Seattle Academy
David J. Wright
Lecturer, Fordham University
Arum Park
Assistant Professor of Classics, University of Arizona
Tori Lee Duke University
Eush Tayco
Melissa Funke
Assistant Professor, University of Winnipeg
Aneirin Pendragon
Allene M. Seet
Jennifer Gerrish College of Charleston
Michael Goyette
Instructor of Classics, Eckerd College
Matt Gibbs
Associate Professor, University of Winnipeg
Erin Moodie
Assistant Professor, Purdue University
Phebe duPont Haverford College
Molly Harris
University of Wisconsin-Madison
Brenda Fields
Gregory P. Stringer
Burlington (MA) Public High School
Dimitri Nakassis
University of Colorado Boulder
Samuel Flores College of Charleston
Hannah Culik-Baird
Assistant Professor Boston University
Hayley Barnett
Steven Mondloch UMass Amherst
Brandon Conley
Michigan State University
Jay Fisher
Professor Department of Classics Rutgers University
Heather Galante
Marcia Smith, Ph.D.
Joy Reeber University of Arkansas
Joy Eliot
Former course lead, North Carolina Virtual Public School (disabled). B.A. First Class Cambridge, M.A. Harvard.
Lisa Maurizio Bates College
Stephanie McCarter
The University of the South (Sewanee)
Brittany Johnson The Ursuline School
Grace Gillies
Visiting Lecturer, Bates College
Simon DeSantis
Gray Alexander
Clara Bosak-Schroeder
Assistant Professor, UIUC
Kathryn H. Stutz
Graduate student, Johns Hopkins University
Anatole Mori University of Missouri
Christine Ellis
Amber Kearns
Britta Ager Colorado College
Jacqueline Church
Kathryn Topper University of Washington
Yurie Hong
Gustavus Adolphus College
Marina Haworth
North Hennepin Community College
Jameson Minto
Diane Warne Anderson UMass Boston
Jacquelyn Wilkins
Teacher, EC Glass High School & Former Director, Virginia Governor’s Latin Academy
Sarah E. Bond
Associate Prof. of History, University of Iowa
Neel Smith
Max Rohleder
Sydney Preston
Graduate Student, UMass Amherst
Alice Bradley
Tom Hendrickson
Stanford Online High School
Matt Mitchell
Elijah J. Mears
adam williams
Alicia Matz Boston University
Diana Ng
Forrester Hammer
Graduate student, UMass Amherst
Dr. Liz Gloyn
Senior Lecturer in Classics, Royal Holloway, University of London
Dr Gabriel Bodard
Reader in Digital Classics, University of London
Andrew Scott Villanova University
Shannon DuBois Boston University
Katherine Wasdin
Assistant Professor, University of Maryland
Alexandra Pappas
San Francisco State University
Christopher Polt Boston College
Liliana Schaefer
Dominic Machado College of the Holy Cross
Ian Nurmi Boston University
Joseph Stern UMass Amherst
Paul Brucia Breitenfeld Boston University
Rachel Hart
Jacqui Bloomberg
Upper School Latin Teacher at Dana Hall in Wellesley, MA
Sarah Stroup
University of Washington, Seattle
Deborah Kamen University of Washington
Kristina Sherburne
Anwar Omeish
2014 Virginia JCL President
Ningyin Zhao
Eli Williams
Joseph Farrell
Emily Damiano
Ruby Blondell
Professor Emerita, University of Washington
Amit Shilo
Assistant Professor of Classics, UCSB
Mary Lou Burke
Woodrow Wilson High School
Boyce Collins
North Carolina A&T State University
Catherine Connors University of Washington
Anthony Corbeill University of Virginia
Jennifer Judge Gonzaga Preparatory
Wayne Miller
Latin Teacher, Garfield HS, Seattle, WA
Molly Stevens UGA
Stephen Hinds
University of Washington, Seattle
Jackie Murray University of Kentucky
Mali Skotheim
Postdoctoral Fellow, The Warburg Institute
Lauren Donovan Ginsberg University of Cincinnati
Jennifer Ebbeler UT Austin
Roberta Stewart
Professor, Dartmouth College
K. Scarlett Kingsley Agnes Scott College
Ellen O’Gorman University of Bristol
Anna Henriques
Francesca Tronchin
Dr. Francesca Tronchin
Addenbrooke Classical Academy
Kendra Eshleman
Boston College; MD JCL 1990-91
Anise K. Strong
Associate Professor, Western Michigan University
Jason Nethercut USF
Julie Hruby Dartmouth College
Peter Meineck New York University
Ruth Scodel
The University of Michigan
Kyler Laycock
David Kaufman
Associate Professor of Classics and Philosophy, Transylvania University
John Hyland
Christopher Newport University
Molly Jones-Lewis
Lecturer Ancient Studies Dept. UMBC; VA JCL student 1995-9
Susann Lusnia
Associate Professor & Chair, Tulane University
Joan Romanosky JCL sponsor
Michael McOsker
Ohio Wesleyan University
Kristen Ehrhardt
Associate Professor of classics, John Carroll University
Marisa Alimento
Latin Teacher/Coordinator@ Crossroads School, Santa Monica
Allison Emmerson Tulane University
Ian Lockey
Friends select school Latin teacher
Ashleigh Fata
Konnor Clark PhD
Tom Hawkins Ohio State
Ulrike Krotscheck
The Evergreen State College
Sarah Brucia Breitenfeld
Graduate Student, University of Washington
Elin Rummel
Seattle Academy of Arts and Sciences
Dana Woell
Lisa Mignone
Kira Jones Emory University
Michaela Downing
Kelly P. Dugan University of Georgia
Steven Ellis University of Cincinnati
Sarah Levin-Richardson
Assistant Prof. of Classics, University of Washington
Alexander Beecroft
University of South Carolina
Ruby Blondell University of Washington
Priscilla Scofield
Roosevelt High School, Seattle
Nicolas P. Gross Retired Classicist
Elizabeth Kosmetatou
University of Illinois – Springfield
Erin Walcek Averett
Associate Professor, Creighton University
Katherine Blouin University of Toronto
Hallie Franks New York University
T. H. M. Gellar-Goad Wake Forest University
Briana Titus teacher & JCL sponsor
Zoé Elise Thomas
University of Texas at Austin
Marian Makins Temple University
Taz Hinkle
Melanie Subacus
Robert Amstutz
Susan Herder
Jason Albaugh
Laura Hudec
Emily Goetz
Classical Magnet School (former), JCL club advisor (former)
Clayton Schroer
University of Illinois/Colorado College
Arti Mehta
Gina Soter University of Michigan
Ellen Sassenberg Century High School
Sara Myers
Professor of Classics, UVA
Heather Waddell
Chair, Greek & Roman Studies (Concordia College, Moorhead MN)
Lizzy Ten-Hove
PhD Candidate, Stanford University
Catherine Reed
Dulaney High School, Baltimore County
Daniel Bostick Social Sciences Teacher
Lea Cline
Associate Professor, Illinois State University
Leigh Anne Lieberman The Claremont Colleges
Jack Kanoof
Assistant Professor, University of Virginia
Raymon Johnson
Emma Hanley
Tom Elliott
Associate Director for Digital Programs and Senior Research Scholar, NYU/ISAW
Jessica Rothwell Arizona State University
Bill Beck
Indiana University, Bloomington
Christina Vester
Associate Professor, University of Waterloo
Mary Gilbert
Birmingham Southern College
Mike de Brauw
Associate Professor of Classics, North Central College (Naperville, IL)
Vincent Price
Stephanie Wong Brown University
Sarah J. Miller Gilman School
Sara Priebe
Shelley Haley Hamilton College
Julia Fink
Geffen Academy at UCLA
Addison Lee
Parker McClary Geffen Academy
Phoebe Fischer Geffen Academy
Lucius Farha Geffen Academy
Arushi Khare Geffen Academy
Bianca Baron
Rachel Goldstein
Ploy Keener
Teacher, Walnut Hills High School
Skye Shirley GrecoLatinoVivo
Laura Manning
Felix Bieneman
Peter Barrios-Lech
University of Massachusetts Boston
Allison Glazebrook Brock University
Jackie Lund Bexley High School
Rachel Sampson
Sidler Davis State Chair

Statements on the Paideia Institute

On October 1, 2019, the Sportula Collective published a statement detailing the experiences of many of their members at programs run by the Paideia Institute. The note that:

The Sportula believes that the Paideia Institute and its affiliated programs create an environment that is hostile to people of color, women, students from working-class backgrounds, the LGBTQ community, and other marginalized groups.

The leadership of the Classics and Social Justice group believes these accounts and stands in solidarity with the brave people who came forward to share their stories in an attempt to effect change at Paideia. We also recognize that the factors that contributed to this toxic culture are not unique to the Paideia Institute but are a pervasive issue within the field and we are committed to addressing these more pervasive issues as well as this specific situation.

We do not find that the responses offered by Paideia leadership have been sufficient or that they have adequately acknowledged the harm that their organization has done. Because of that, we heartily second the calls to action recommended by the Sportula:

  • Spread the word: Alert other community members, students, and peers to potential discrimination from the Paideia Institute.
  • Redirect support: Opt to support organizations in the field that are inclusive, safe spaces, and recommend such organizations to The Sportula and your community members.
  • Divest: Encourage your university to reconsider its relationship with Paideia.

In an attempt to amplify the voices of people who have been marginalized, exploited, and otherwise mistreated by people affiliated with the Paideia Institute, we are collecting the different statements that have been issued in response to the original Sportula statement. If we have missed any, please let us know.

SCS Board Letter to the Paideia Institute

CAAS Board of Directors letter to The Paideia Institute

ACL Statement concerning the Paideia Institute

Statement from CNSC GRECOLATINOVIVO regarding the publication on Medium by Sportula on October 1 and 2, addressing the Paideia Institute

Liz Butterworth, In Support of the Sportula’s Statement on the Paideia Institute

Gregory Stringer, Ending my association with Paideia

Bryan Whitchurch, Whitchurch and the Paideia Institute, October 2019

An older letter, but one that addresses some of the same fundamental issues, written by instructors affiliated with Paideia, though many have since ended their association

Umass statement.jpg

And finally, here is a thread breaking down some of the problems with the statement issued by Paideia: