2022-2023 High School Teacher of Latin at STEMCivics (Ewing, NJ)

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STEMCivics, a charter school in Ewing, NJ, is seeking a High School Teacher of Latin with an exceptional ability to build bonds with students for the 2022-2023 school year. The candidate must hold or be able to obtain a NJ teaching certification. STEMCivics provides a college-prep curriculum focused on civic engagement and STEM project-based learning. Competitive compensation, including medical, dental, vision, and pension.

To express interest, please contact Kate Slovich kate.slovich@stemcivics.org


2022-23 Visiting Assistant Professor, Department of Foreign Languages and Literatures and History Department at Lafayette College

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The Department of Foreign Languages & Literatures and the History Department at Lafayette College invite applications for a one-year full-time visiting assistant professorship in Classics and Ancient History (3/3 teaching load) beginning Fall 2022. The area of the candidate’s specialization is open. However, preference will be given to candidates with strengths in teaching core Classics and ancient history content at the undergraduate level, including Latin language especially at the elementary level; survey courses of Greek and Roman history; Classical Civilization courses on topics such as Roman culture and society or Classical Mythology. Each semester the successful candidate will be expected to teach two courses in the Department of Foreign Languages & Literatures/Classical Civilization and one course in the History Department. We strongly encourage applications from candidates with prior teaching experience demonstrating a commitment to inclusion and diversity, curricular development, pedagogical innovation, and use of technology. The Ph.D. is required by the start of the appointment.

Applicants should submit a cover letter, curriculum vitae, a statement of teaching philosophy, and three confidential letters of recommendation through http://apply.interfolio.com/104381. The cover letter should address how the applicant’s teaching and scholarship will support Lafayette College’s commitment to diversity and inclusion articulated in the College’s diversity statement (https://provost.lafayette.edu/policies-and-procedures/diversity-and-inclusiveness-statement/).

Applications are only accepted online. Complete applications received by June 15, 2022 will be given preferred consideration. Review of applications will continue until the position is filled. Inquiries can be directed to the Search Committee Chair, Dean of the Curriculum and Associate Professor of Classics Markus Dubischar (dubischm@lafayette.edu).

84th Earle Lecture at Hunter College – Friday May 13th (Virtual)

The Classics Program at Hunter College is pleased to announce the 84th Josephine Earle Memorial Lecture on Friday, May 13, at 5pm. The lecture is taking place virtually over Zoom. Pre-registration is required at the link below. The event will begin with a ceremony for student award ceremony and a celebration of recent graduates from Classics. The lecture will follow.

84th Josephine Earle Memorial Lecture

“Aesthetic Hierarchies in Greek Comedy”

Ralph Rosen, Professor of Classical Studies (University of Pennsylvania)

Friday, May 13, 5-7pm EDT

Register at this link:

https://us02web.zoom.us/meeting/register/tZ0tcOCprD8sHNN9TMpKixBXOiljw9H3zrag

After registering, you will receive a confirmation email containing information about joining the meeting. If the link doesn’t take you to a registration screen when you click on it, please try cutting and pasting it manually into your browser. After registering, you will receive a confirmation email containing information about joining the meeting.)

We hope to see many of you there!

CANE Summer Institute: Maiores a(n)d Posteriores – July 11-16, 2022

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The Classical Association of New England (CANE) invites you to join us on July 11-16, 2022 for this year’s CANE Summer Institute, “Maiores a(n)d Posteriores: Imagining ‘classical antiquity’ into the future.” For the past several decades, CANE has offered a week-long program of mini-courses, professional development workshops, reading groups, and public lectures.

This summer, we are offering access to the institute in two formats: in person at Brown University (room and board options available) and online via CANE Zoom. Participants choose one format when registering. The mini-courses will be offered separately for in-person and online participants; workshops and reading groups will accommodate participants in both formats; public lectures will be in-person and live-streamed simultaneously. For information about this year’s offerings, including descriptions of our mini-courses, professional development workshops, reading groups, and public lectures, please visit www.caneweb.org/csi to link to the full program information and online registration option.

Regular registration for the CANE Summer Institute runs through June 1 (late registration will be available for an additional fee through June 15). Space is limited, so put down your $100 deposit now to secure your spot!

Questions? Please contact Meredith Safran, CSI Director, at this email address: <summerinst@caneweb.org>.

CFP CAAS 2022 Annual Meeting: Deadline Extended to March 28, 2022

CAAS Program Coordinator, Konstantinos P. Nikoloutsos, announces that the deadline for all individual, panel, and workshop proposals for CAAS 2022 has been extended.  The new deadline for all proposals is Monday, March 28, 2022.

The CFP for CAAS 2022 is now closed and no longer accepting submissions.

Click here to view the complete CFP details

Hunter College CUNY Graduate Programs in Latin Education [Fall 2022]

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The Classics Program at Hunter College, City University of New York (CUNY), advertises its graduate programs in Latin education. These programs combine courses and mentoring in the vibrant environs of New York City. They aim to foster the ability to make Latin compelling to a diverse population of middle and high school students. Both programs lead to certification in New York State. Applications are accepted in both the Fall and the Spring. The deadline for applications to start in Fall 2022 is March 15th, 2022, but consideration may be made for later applications. 

  • MA in Adolescent Education, Grades 7-12 – Latin

A 49 to 50-credit course sequence in Latin, Classics, and Education that prepares students to teach Latin in grades 7-12. This program is run jointly by the Classics Program in the School of Arts and Sciences and the School of Education.

Information and requirements: https://education.hunter.cuny.edu/admissions/graduate-programs/adolescent-education/adolescent-latin/

  • Post Master’s Advanced Certificate in Adolescent Latin

A 27-credit course sequence in Education that is designed for students seeking teacher certification in Latin who already have an M.A. or Ph.D. in the field. 

Information and requirements: https://education.hunter.cuny.edu/admissions/graduate-programs/adolescent-education/post-masters-advanced-certificates-in-adolescent-education/adolescent-latin-advanced-certificate/

A downloadable PDF version of this post can be found here.

General information on applying: https://education.hunter.cuny.edu/admissions/.

Direct all enquiries to Professor Lawrence Kowerski, the Director of the graduate programs in Latin in the Classics Program (lawrence.kowerski@hunter.cuny.edu).

Valencia College and The Hill School invite applications to the NEH Institute: Timeless Parallels: Veteran Voices & Classical Literature – July 2022

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Valencia College and The Hill School invite applications to the NEH Institute: Timeless Parallels: Veteran Voices & Classical Literature

For more information please read below or find here: https://valenciacollege.edu/resources/grants/neh-summer-institute/

Eligibility:

This program is open to all secondary school teachers of Latin, Ancient Greek, English, or History.

Program Description: This Institute will enable secondary school teachers to develop curriculum that draws parallels between the experience of veterans in the modern and ancient worlds, exploring such issues as homecoming and reintegration into civilian life; the treatment of veterans; the problem of war trauma and treatment of PTSD; and, the role of society in sharing the burdens of veteran experiences.

Program Costs: A generous stipend from the National Endowment of The Humanities of $2,850 will be used by participants may be used to cover all program costs, including travel, lodging, and meals.

Core Texts:

  • Homer’s Odyssey
  • Sophocles’ Antigone
  • Vergil’s Aeneid
  • Caesar’s Gallic Wars

Partners:

·     Bryan Doerries, the Artistic Director of Theater of War Productions.

·     Dr. Peter Meineck, founder of Aquila Theatre and Endowed Chair of Classics in the Modern World at NYU.

·       Joe Goodkin, author and performer of a one-man folk-opera interpretation of Homer’s Odyssey.

·     Bassem Chaaban, director of the Peace Institute and Executive Director for American Islam, a National organization focused on helping to dispel stereotypes and misconceptions about Islam and Muslims.

·     Elizabeth Jackson, a U.S. Army Veteran who served in the Iraq War and today works as a Veteran Outreach Program Specialist.

The Institute will also feature a variety of master teachers, from both the college and secondary levels, U.S. combat veterans, and professional actors who will stage a production of Sophocles’ Antigone.

Dates & Locations:

·       The Hill School, Pottstown, PA

o   In-person July 6-20, 2022

o   The Institute will also take place virtually July 5 & July 22-25, 2022

·       Trips:

o   The Metropolitan Museum of Art in New York City

o   The Penn Museum at The University of Pennsylvania in Philadelphia

o   Arts Fest, at Penn State in State College, Pennsylvania

 

To apply now, please click here. Applications are due by March 1, 2022.

 

If you have any questions, please contact Program Director Julie Montione.

CAAS ARC Workshop: Diversity Policies are for Everyone – Saturday, March 19, 2022 11AM EDT (virtual)

The Antiracism Committee of the Classical Association of the Atlantic States is organizing another workshop on diversity policies. Through a series of case studies, this workshop will explore ways to create and improve on diversity policies so that they can be more helpful to BIPOC students and scholars. We’ll be meeting on Saturday, March 19, 2022 at 11am EDT via Zoom. This workshop is free and open to anyone who registers.

If you’d like to register, you can fill out this form:  https://forms.gle/C5KMYK7nB3FQRVXr8

If you have any questions about the workshop, please email David Wright: djwrig85@gmail.com. See also attached flyer (or click on flyer image below) and share widely! Hope to see you there!

CFP: TAPA – Race and Racism: Beyond the Spectacular – Deadline February 18, 2022

Submission deadline: February 18, 2022

As previously announced, Patrice Rankine and Sasha-Mae Eccleston will serve as guest editors of a future issue of TAPA with the theme of race, racism, and Classics (issue 153:1, to appear April 2023). Their detailed call for papers, along with submission instructions, follows.

Covid-19 and the global Movement 4 Black Lives have highlighted the extent to which racism is a public health emergency whose reach extends across the Black Atlantic and far beyond. In light of these deeply imbricated developments, this volume becomes even more timely.

Race and Racism: Beyond the Spectacular

“…the “cultural logic” of lynching enables it to emerge and persist throughout the modern era because its violence “fit” within the broader, national cultural developments. This synchronicity captures why I refer to lynching as “spectacular”: the violence made certain cultural developments and tensions visible for Americans to confront.”

       Jacqueline Goldsby, A Spectacular Secret: Lynching in American Life and Literature

The last few annual meetings of the Society for Classical Studies (SCS) have been the staging ground for long overdue discussions about race and other marginalized identities within the discipline of Classics. These discussions have taken place in spectacular fashion, to borrow from Jacqueline Goldsby’s analysis of the cultural logic of lynching, a violent example of the pervasive yet less visible realities structuring American life. This heightened awareness of race and racism might be a new watershed, but it recalls the polarizing controversies that revolved around Bernal’s Black Athena during the culture wars of the 1980s and 90s. That is, having escaped notice for a time, Classical Studies is once again being made to confront its relationship to broader cultural developments. Through keynotes, presidential panels, award ceremonies, and gatherings of caucus groups, classicists have sought of late to counter the public and blatant acts of racism that have drawn the attention of outlets outside of the regular disciplinary orbit. SCS sessions such as Robin DiAngelo’s “white fragility” workshop have revealed the stability of majoritarian, white supremacist practices, exposing what minoritized members of the field have long known: spectacular acts of bigotry and endangerment are not exceptional, not a blip in the otherwise ‘civilized’ rhythms of scholarly life. They are better publicized iterations of everyday experiences.

For Classical Studies, the spectacular is also prismatic. Modern instantiations of whiteness, race, and racism project back onto the past, so that scholarship regularly and unremarkably advances the cultural logic. This logic likewise recurs in conversations about representational diversity and inclusion. The academy at large has only recently begun to systematically interrogate how professional routines normalize racism and racialize other forms of discrimination.  As a field, the Classics must also imagine a full-throated response to the realities of this discrimination in both its spectacular and mundane manifestations. 

This issue of TAPA intends to be a catalyst for transformative ideas regarding the reality of race and racism within all aspects of Greek and Roman Studies. We seek contributions that analyze and critically engage phenomena which have been considered unrelated to race, have been so familiar as to remain un-critiqued as spectacular, have not yet been brought to light, or that have tended to be avoided for being too disruptive of the disciplinary status quo. Rather than cordon off advances from other branches of scholarship, this issue welcomes reflections on Classical Studies from other disciplines. We remain attentive to the discipline’s self-declared roots in philology. But the scope of this endeavor demands that we also open ourselves up to other models of critique and to the insights that those models produce. To that end, scholars from fields with similar disciplinary trajectories, with research interests that dovetail with Classics, or whose work is assumed to have no relationship to race and/in the Classics are especially encouraged to submit papers.

We offer the following clusters of questions as non-exhaustive entry points into a longer conversation:

What, if any, is the semantic force of the term ‘Classical Studies,’ as opposed to other potential rubrics, e.g., Greek and Roman Studies, Mediterranean Studies, etc.? What is the force of ‘Classical Studies’ in relation to Indigenous Studies, Asian American Studies, Arab American Studies, Latinx Studies and so on?

Are there disciplinary transformations we might use as guides for an anti-racist restructuring of the field?

Though it is often posited as objective and therefore outside of or resistant to so-called ‘cultural difference’, how can philology and other formalisms shed the garb of objectivity to operationalize racial competence?

How has the elasticity of whiteness manifested in periods when the discipline of Classical Studies has been most self-conscious? Has the warm reception of postcolonial studies within the field obscured the relationship between Classical Studies and contemporary forms of imperial conquest, e.g., global markets, philanthropy and humanitarian relief in the Global South, and American educational expansionism?

How can critical approaches to work and other institutions—universities, prisons, the healthcare industry and so on—inform our understanding of the entanglements of our field and its practitioners? What coalitions does such an approach make possible, perhaps at both the local/regional and national levels?

Submission deadlines and instructions:

  • Articles for this issue should be submitted no earlier than August 1, 2021, and no later than February 18, 2022.
  • Submissions should be uploaded via the TAPA online submission system. Please add a note in the title field indicating that you submission is intended for this special issue.
  • Contributors should consult the current Style Sheet for Authors (revised July 13, 2021)
  • All submissions will receive double-blind refereeing as is usual for TAPA.

Digital Ancient Rome: An NEH Summer Seminar for K-12 Educators – July 18-29, 2022

Digital Ancient Rome

An NEH Summer Seminar for K-12 educators

When : July 18-29, 2022

Where: Gustavus Adolphus College, St. Peter, Minnesota


Digital Ancient Rome is an NEH Summer Seminar for K-12 educators that will give teachers an opportunity to learn about important examples of Roman art, architecture, and archaeology through a broad range of digital resources. One of the most exciting things for students who study ancient Rome is that so many physical aspects of its civilization survive to this day. It is not just an ancient history that we know through texts. The surviving material remains—small artifacts, sculpture, paintings, mosaics, public monuments, neighborhoods, and whole cities—tell a variety of stories about the ancient world, and they bring history to life in a way that students find compelling.  

Teachers in this seminar will have an opportunity to explore a broad range of digital resources—from photo archives to immersive augmented reality experiences—about the ancient Roman world. We will learn how to find and access these resources as well as how to assess their reliability. We will also dedicate time each day to reflect on and plan out how we can effectively incorporate these digital resources into our teaching. We will collaboratively design engaging lesson plans and class activities that allow us to effectively take advantage of these digital resources.

Each participant will receive a stipend of $2,200 from the NEH, which will more than cover their travel to and from St. Peter and their living expenses while participating in the seminar—note that each participant is responsible for covering their own travel expenses.

The application deadline is March 1, 2022. More information and application procedures can be found at the seminar website: https://digitalancientrome.blog.gustavus.edu/

The seminar has been organized by Matthew Panciera (Gustavus Adolphus College) and Leigh Anne Lieberman (The Alexandria Archive Institute/Open Context). If you’ve got any questions, please feel free to contact Leigh directly (LeighLieberman@gmail.com).