Congratulations to Professor Roberta Stewart, recipient of the 2017 Outreach Prize!

Professor Roberta Stewart, known to a broad audience for work reading Homeric poems with veterans, has been awarded the 2017 SCS Outreach Prize. See the statement of the SCS below.

The SCS Outreach Prize Committee has awarded the 2017 Outreach Prize to Professor Roberta Stewart of Dartmouth College for her work in developing book discussion groups on the Homeric poems with military veterans. Professor Stewart’s long-running initiative is now a major collaborative project of Dartmouth College and New Hampshire Humanities, funded by the National Endowment for the Humanities.

Award Citation

Even in today’s busy, noisy, and self-absorbed world, the passionate, quiet, and selfless work of the individual does not remain unnoticed. We are proud to offer the 2017 SCS Outreach Prize to Roberta Stewart for her tireless pursuit of healing and social justice (in New Hampshire and Vermont) through engaging veterans in reading and discussing Homer’s Iliad and Odyssey. By teaching them how to appropriate the two epics as living texts, she has given veterans, as one of them put it, the controlling voice in processing their experiences and their Odyssean stories of homecoming in particular.

Since she has taken Homer out of the classroom and into the book group more than a decade ago, Roberta Stewart has demonstrated that anyone can read Homer and that the figured world of the Iliad and the Odyssey cannot be overestimated in our own days. Teaching empathy, it enables veterans to create a self-narrative that helps them to overcome trauma, and it enables the community to negotiate reintegration.

Driven by her own empathy, Roberta Stewart first proposed book groups to her local VA. In summer 2016, helped by a grant from the NEH, she trained three-person teams consisting of a veteran, a scholar, and a clinician to co-lead a 14-week discussion of Homer’s Odyssey with veterans and service members in four parts of New Hampshire.

Though Roberta Stewart insists that the real work of the Homer book groups comes not from her but from the veterans themselves, we want to express our respect and gratitude for her truly inspiring work in the field of outreach. We are, again, delighted to present Roberta Stewart with the SCS Outreach Prize. Thank you for your admirable work, Roberta!

SCS Outreach Prize Committee

Barbara Weinlich, Chair

Daniel Harris-McCoy

Emily Allen-Hornblower


CFP: LGBT+ Classics: Teaching, Research, and Activism (February 2018, University of Reading)

The Women’s Classical Committee UK is delighted to announce the following event:

LGBT+ Classics: Teaching, Research, and Activism

12th February 2018

University of Reading

Organised by: Katherine Harloe, Talitha Kearey, and Irene Salvo

The Women’s Classical Committee UK is organising a one-day workshop on Classics and Queer studies to highlight current projects and activities that embrace the intersections of research, teaching, public engagement, and activism.

The day will feature a series of talks and a roundtable bringing together academics in Classics (and related fields), LGBT+ activists, museum curators and those working in other areas of outreach and public engagement. We intend to explore how LGBT+ themes are included in Classics curricula; how public engagement with queer Classics and history of sexualities can contribute to fight homophobia and transphobia; and the ways in which the boundaries between research, teaching, and activism can be crossed. The roundtable will focus in particular on strategies of support for LGBT+ students and staff, current policies in Higher Education, and what still needs to be improved. Confirmed speakers include: Beth Asbury, Clara Barker, Alan Greaves, Jennifer Grove, Rebecca Langlands, Sebastian Matzner, Cheryl Morgan, Nicki Ward, and Maria Moscati. Jennifer Ingleheart (Durham) will deliver the keynote address ‘Queer Classics: sexuality, scholarship, and the personal’.

We are also reserving time during the day’s schedule for a series of short (five-minute) spotlight talks by delegates. Through this session, we hope to provide a chance for delegates to share research projects, teaching programmes, and experiences related to LGBT+ issues. We are particularly interested in spotlight talks on:

new, queer and gender-informed work in classics, ancient history, archaeology, papyrology, philosophy, or classical reception;

fresh ideas on teaching the history of queerness through texts and material culture;

the difficulties and discriminatory experiences encountered by members of staff, undergraduate and postgraduate students, and early-career researchers, because of their gender identity and/or sexual orientation.

If you would like more information or to volunteer to give one of these talks, please send a brief description of your talk (about 80/150 words) to Irene Salvo, LBGT+ liaison officer, The deadline for submissions is Tuesday 5th December 2017.

People of any gender expression or identity who support the WCC’s aims are welcome to attend this event. For further details, see our website at

Attendance is free for WCC UK members, £10 for non-members (to cover catering costs). You can join the WCC UK here<; (and if you’re a student, underemployed, or unemployed, membership is only £5). As with all WCC events, travel bursaries will be available for students and the un/under-employed.

The WCC is committed to providing friendly and accessible environments for its events, so please do get in touch if you have any access, dietary, or childcare enquiries. For a full statement of the WCC’s childcare policy please see here

CFP: Making a Difference: Classics, Outreach, and Social Justice in the Classroom (CANE 2018)


Classical Association of New England (CANE) ANNUAL MEETING, 16-17 March 2018
University of Rhode Island, Kingston, RI
Organizers: Roberta Stewart, Dartmouth College (; Dominic Machado, Wake Forest University (

Submission Deadline: December 31, 2017.

As teachers, we engage in outreach on a daily basis. Every time we enter the classroom, we work to translate the ancient world, seeking to explain to our students why the classical past still matters for understanding modern realities, how the classical past–its texts and histories–might be “good to think with.”  

In this workshop, we hope to bring together a variety of perspectives about how we use the study of Classics to pursue social justice, inside and outside of our classrooms. We invite papers about classroom curricula addressing, e.g., definitions of citizenship and community, gender identities, diversity (race, class, ethnicity, religion). We also welcome papers that explore how we as teachers use the study of antiquity to engage with diverse populations outside of our classrooms and how our interactions with these populations can enrich our study of the subject. Our goal: to inspire further discussion about how Classics and the Humanities generally offer important tools and insights for dealing with contemporary realities.

We invite all who are interested to submit an abstract (maximum: 300 words) to Roberta Stewart ( and Dominic Machado (

Classics & Social Justice at the 2018 SCS

We’re pleased to announce that we will have a panel at the 2018 meeting for the Society for Classical Studies (Jan. 5th 8-10.30am), as well as a general meeting (Jan. 4th 4-5pm). Any interested members are welcome and encouraged to attend both. See below for details.

The Classics and Social Justice Open Meeting is scheduled to be held on:
Date: Thursday, January 4, 2018
Time: 4.00 pm – 5.00 pm
Assigned room: Columbus 1+2
Location: The Marriott Boston Copley.

The Classics and Social Justice panel is scheduled for Friday, January 5th, 8am-10.30am

Session 1: Classics and Social Justice (Organized by Jessica Wright, University of Southern California, and Amit Shilo, University of California, Santa Barbara)
Elina Salminen (University of Michigan) “At Intersections: Teaching about Power and Powerlessness in the Ancient World”
Casey C. Moore (Ridge View High School) “Engaging Minority Students: Modifying Pedagogical Practice for Social Justice”
Rodrigo Verano (Universidad Autónoma de Madrid) “Reading Homer in and outside the Bars: An Educational Project in Post-Conflict Colombia”
Molly Harris (University of Wisconsin – Madison) “The Warrior Book Club: Advancing Social Justice for Veterans through Collaboration”
Amy Pistone (University of Michigan) “First Do No Harm: Responsible Outreach and Community Engagement”


Classics and Social Justice at CAAS 2017 (Oct. 5-7) NY

See below Classics and Social Justice and Women’s Classical Caucus at
CAAS (The Classical Association of the Atlantic States) 2017

October 5-7, 2017
New York Marriott East Side
New York City, New York

Thursday 8-10 pm
Panel Two: Classics and Social Activism
Amanda Gregory, Morrison-Beard School, and Nancy Rabinowitz, presiding
Somatic Sociology and Sexual Assault: Activism Through Nonnus
Nikolas Oktaba, Gates Scholar, Cambridge University
A Capstone Elective Course in the Bard Prison Initiative
Nancy Felson, University of Georgia
Greek Tragedy for Social Reform
Melinda Powers, John Jay College of Criminal Justice/The Graduate Center, CUNY
Registering for Expose Your Professor
Nancy Rabinowitz

Friday 8:00 am–10:00 am
Panel Three: Feminism and Classics Revisited: A Panel in Commemoration of Barbara McManus. Sponsored by the Women’s Classical Caucus
T.H.M. Gellar-Goad, Wake Forest University, and Nancy Rabinowitz, presiding
Twenty-Five years of Feminist Theory and the Classics: Now What?
Barbara K. Gold
Feminist Activism in Australasian Classics: Progress and Challenges
Maxine Lewis, University of Auckland
Helen and Penelope: A New Queer and Intertextual Feminist Approach
Rachel H. Lesser, Gettysburg College

Paper Session A: Gender and Power in Greek and Roman Culture and Society
Jessica Anderson and Frederick Booth, presiding
Decision is Difficult: Medical Decision-Making in the Hippocratic Corpus
Katherine van Schaik, Harvard University
Demagogia in Context
Aaron Hershkowitz, Rutgers University
Small Sacrifices: Miniature Altars and Household Religion in Hellenistic Sicily
Andrew Tharler, Bryn Mawr College
The Disappearance of Isis on Imperial Coinage
Elizabeth Mellen, Rutgers University

10:30 am–1:00 pm Panel Six:
Celebrating and Contextualizing Barbara McManus’s The Drunken Duchess of Vassar: Grace Harriet Macurdy, Pioneering Feminist Classical Scholar (Ohio State University Press, 2017)
Judith P. Hallett and Maria Marsilio, presiding
Presentations on the lives and works of Grace Harriet Macurdy (1866–1946) and Barbara McManus (1942–2015) by Sarah B. Pomeroy, Hunter College and the Graduate Center, CUNY; Donald Lateiner, Ohio Wesleyan University; Barbara Olsen, Vassar College; Robert Pounder, Vassar College; Eugene O’Connor, Ohio State University Press; Judith P. Hallett; and Christopher Stray, Swansea University and Institute of Classical Studies, London

Friday 2:30 pm–5:30 pm
Panel Nine: Theater of War: Dramatic Reading and Discussion of Sophocles’ Philoctetes
Thomas Falkner and John H. Starks, Jr., presiding
Introductory Remarks: Thomas Falkner and Bryan Doerries, Director, Theater of War
Performance of selections from Sophocles’ Philoctetes. Actors will be announced in September.
Responses: Shelley Haley; Sergios Paschalis, Harvard University; Victoria Pedrick and John H. Starks, Jr.
Facilitated Audience Discussion and Closing Remarks

9:30 pm Meeting of the newly formed SCS Affiliated Group for Classics and Social Justice, Nancy Rabinowitz, convener. All attendees are welcome.

7:15 am–8:15 am Please join members of the Women’s Classical Caucus at a breakfast to find out more about the WCC and its programs, in particularly its longstanding mentoring initiative and a new initiative focused on combatting sexual harassment.

10:30 am–1:00 pm Panel Sixteen: Racism and Language in Classics Today
Sponsored by the Multiculturalism, Race, and Ethnicity in Classics Consortium
Aaron Hershkowitz and David Wright, Rutgers University, presiding
From “Greeks, Romans, and Barbarians” to “Race and the Classics”
Jackie Murray, University of Kentucky
“It’s What He Intended”: Translation, Authorial Intent and Racism in Classics
Shelley Haley
Positionality and Transitivity: The Syntax and Semantics of Intentional Action and Inclusion in the Language of Diversity Statements on Classics Websites
Kelly Dugan, University of Georgia


LSA Collegiate Postdoctoral Fellowship Program

LSA Collegiate Postdoctoral Fellowship Program
Fellowship Period: August 1, 2018 – July 31, 2020

Application Deadline: Monday, October 2, 2017

The College of Literature, Science, and the Arts (LSA) at the University of Michigan invites applicants to our LSA Collegiate Postdoctoral Fellowship Program. 

This major initiative is aimed at promoting an inclusive scholarly environment, recruiting and retaining exceptional early career scholars, and supporting outstanding scholars committed to building a diverse, equitable, and inclusive intellectual community. The two-year fellowship program provides early career scholars with dedicated research time, mentorship, teaching experience, travel funding, and professional development opportunities to prepare them for possible tenure-track appointments in LSA. 

Candidates whose scholarship, teaching, and service will contribute to the diversity, equity, and inclusion goals of LSA are encouraged to apply. Applicants in Classical Studies are encouraged to identify potential mentors on the faculty and contact them before the deadline for advice on preparation of materials; any emails should be copied to Ian Fielding ( 


LSA review committees will evaluate applicants in all eligible fields according to their potential for success in an academic career and potential to contribute to higher education through their demonstrated commitment to diversity in scholarship and service. To be eligible, applicants’ doctoral degrees should be completed between January 1, 2015 and July 1, 2018.  

Additional program and application information can be found on LSA’s Diversity, Equity, and Inclusion website:–equity-and-inclusion/lsa-collegiate-

postdoctoral-fellowship-program.html; Inquiries may be directed to

CANE 2017: “How We Can Make a Difference: Classics, Social Justice and Outreach”

By Dominic Machado and Roberta Stewart.

On July 11 in Providence, RI, we held an hour-long workshop at the Classical Association of New England Summer Institute, called “How We Can Make a Difference: Classics, Social Justice and Outreach.” We hoped to start a conversation about how we as teachers can use the study of antiquity to engage with diverse populations and how our interactions with these populations can enrich the study of Classics. We are glad to report that the event was a success. The workshop had more than thirty participants, roughly half of the Summer Institute’s attendees.

The workshop as advertised in the CANE Summer Institute Brochure:

This workshop will be a discussion of how we as teachers can use the study of antiquity to engage with diverse populations and how our interactions with these populations can enrich our study of the subject. We will focus on what we as classicists can bring to the most marginalized social strata (e.g. minorities, the incarcerated, war veterans, those suffering from disabilities, etc.) as well as how we can work to include the perspectives of such groups in the study of the Classics. The workshop will feature a brief introduction to the Classics and Social Justice initiative as well as two short presentations that will outline our outreach experiences with war veterans and minority groups and share ways to get involved in similar initiatives. The rest of the time will allow participants to share their own experiences working with such populations or to ask questions about getting involved in their own outreach initiatives.

We began the workshop by providing a brief introduction to the Classics and Social Justice initiative and its goals. This was followed by two short presentations in which we discussed our own outreach experiences and offered some thoughts on how to get involved in similar initiatives. Dominic discussed how classicists can make a difference in the country’s educational crisis. He stressed that our knowledge of Latin can be a powerful tool for improving literacy and bringing new educational opportunities to underserved minority communities. He noted that it was essential that this outreach be combined with efforts to make our field more attuned to the unique experiences of these communities (e.g. reading the Aeneid as refugee narrative). Such perspectives are not only tremendously useful for underserved populations, but will produce new and exciting ideas in our field.

Roberta then shared her experiences teaching a class at Dartmouth College called “War Stories.” The course required students to interview a veteran and write a response paper detailing their interaction as a part of their final project. The results showed just how powerful outreach can be. Roberta read excerpts from several final papers which revealed how transformative the experience of interviewing a veteran was for her students. Their preconceived notions of what it meant to be a former soldier were completely shattered. Even more importantly, the responses that Roberta received from veterans were similar in tone; they appreciated the sensitivity and patience of the students who interviewed them and thoroughly enjoyed the opportunity to share their story.

The second half of the workshop took the form of an open discussion. Participants were given the opportunity to share their own experiences working with underserved populations or to ask questions about getting involved in their own outreach initiatives. The discussion was lively, informative and productive. Teachers talked about the barriers that they faced in trying to do outreach in the past. Others responded to these concerns by discussing creative solutions they found to bypass the administrative red-tape that prevented them from taking part in such endeavors. Though the conversation was very wide-ranging, there was one common thread that ran throughout: the participants wanted to learn more about outreach. In fact, the participants encouraged us to conduct a follow-up session at CANE annual meeting this coming March. We are currently putting together a panel proposal for the meeting – we welcome any submissions or suggestions from blog readers – and we hope to continue our discussion about outreach soon!