The Democratic Turn in (and through) pedagogy: a case study of the Cambridge Latin Course

Paul, Joanna (2013). The Democratic Turn in (and through) pedagogy: a case study of the Cambridge Latin Course. In: Hardwick, Lorna and Harrison, Stephen eds. Classics in the Modern World: A 'Democratic Turn'? Oxford: Oxford University Press, pp. 143–156.

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Abstract

This chapter proposes, therefore, to use the framework of the "democratic turn" as a way of addressing some fundamental issues in classical pedagogy, by applying it to one particularly important example, the Cambridge Latin Course (henceforth CLC). The nature of Latin's exclusivity (or not) is of topical interest, and we will briefly return to current political contexts at the end of the discussion; but to understand the present climate, we also need to understand the changes, or turns, that have occurred over the past few decades, that have brought us to a place where claims for Latin's classlessness can be made.

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