Write-up: Classics and Social Justice: Works in Progress, Working towards Progress – A Summary of the Classics and Social Justice Workshop at CANE 2019. By Dominic Machado.
On March 10, we held a workshop, entitled Classics and Social Justice: Works in Progress, Working towards Progress, at the Classical Association of New England annual meeting at the College of the Holy Cross. The event was a continuation of a series of earlier workshops on Classics and Social Justice at CANE and the CANE Summer Institute over the past two years. This year’s workshop sought to expand upon these earlier conversations by highlighting new projects that employ Classics as a means towards community building and social progress.
The workshop was very well attended, with roughly 50 people present, and lasted for 90 minutes. The meeting featured three short papers discussing a wide range of topics. Maia Lee-Chin (College of the Holy Cross) spoke first and described her experiences creating and implementing an Aequora program as a high school and college student. She discussed the differences that emerged in creating programs in both English and Spanish-speaking contexts. She also enumerated the difficulties and unanswered questions related to using Latin as a tool to aid students in underserved districts.
Dominic Machado (College of the Holy Cross) talked about the need to find new models for the public presentation of Classics. He argued that doing so was a necessary corollary to important work being done to delegitimize supremacist and misogynist appropriations of the Greco-Roman world. To provide an example of how such work can be transformative, he discussed Martin Luther King’s use of classical references in his sermons to create a narrative of inclusiveness and equity.
Roberta Stewart described recent work in the Troy to Baghdad/Homer4Vets program. She discussed how in an American society in which less than 1% serve and must return to the 99% civilian society a community book group program can harness world literature to create community for U.S. veterans within ‘home’ contexts. She argued that reading world literature provides veterans the opportunity to identify and develop a vocabulary for communicating and interpreting military experience as a premise for imagining or re-imagining their own personal life narratives of deployment and return.
These papers sparked much discussion about how we can continue to promote the advancement of justice in our field, particularly in the wake of the racist events at the SCS meeting in San Diego. Particularly notable was the mention of the potential of non-violent communication training as a way to facilitate difficult conversations about our field both inside and outside of the classroom.