Steven Hunt

Lister, B. (2007). Cambridge University Press.

Two studies: the first, the development of the War with Troy resources designed for Primary School students here; the second, the development of the digital resources for the Cambridge Latin Course here. Also, a good flavour of the issues around the teaching of Classics in the UK, including literacy and teacher training.

LaFleur, R. (1998). Glenview, IL: Scott Foresman-Addison Wesley.

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A little out-of-date. However, a good overview of some of the issues concerning the teaching of Latin and Greek in US schools and colleges. Sections on teaching using grammar-translation methods are useful.

Lister, B. (2008). Cambridge University Press.

Edited volume examining ways in which teachers from around the world have used to develop the teaching of Latin.

Sharwood Smith, J. (1977). London: Routledge and Kegan Paul.

(out of print). Hard to get hold of: the book explores the teaching of classics in UK schools in the 1970s.

Hunt, S (2016). Bloomsbury Academic

Natoli, B. & Hunt, S. (2019). Bloomsbury Academic

Lloyd, M. & Hunt, S.  (2021). Bloomsbury Academic

Hunt, S. (2022). Bloomsbury Academic

Morwood, J. (2003). Cambridge University Press.

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Snapshots of teaching Classics in schools in the UK. A little out of date, but has some good chapters on the development of reading-comprehension courses for Latin in the UK.

Gruber-Miller, J. (2006). New York, NY: Oxford University Press.

From a US perspective: a good book from varied teacher experiences about teaching Latin and Greek in the classroom. Sections on free composition are useful.

Marrou, H. I., Trans. Lamb, G.  (1956). Madison, Wisconsin: University of Wisconsin Press.

Culham, P. and Edmunds, L. (1989). Lanam: University Press of America

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Out-of-date, but an interesting snapshot of some of the same issues which affect the teaching of classics today. Mostly from a US college (university) perspective.

Bulwer, J. (2006). London: Duckworth.

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Slightly out-of-date. The book gives a varied outlook on the status of classical subjects in states across Europe.

Stray, C. (1998). Oxford: Clarendon Press.

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This one-off publication marked the anniversary of the foundation of the Joint Association of Classical Teachers (JACT) in 2013. It gives a flavour of the teaching and the organizations to support the teaching Classics in the UK over the fifty year period from when JACT was founded.

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It is not currently available, so I have provided a copy here

Holmes-Henderson, A., Hunt, S. and Musie, M. (2018). London: Bloomsbury Academic.

Rabinowitz, N. S., and McHardy, F. (2014). Columbus: The Ohio State University Press.

UK and US college / university teachers share their experiences of teaching difficult and sensitive materials.

Archibald, E., Brockliss, W. and Gnoza, J. (2015). Cambridge: Cambridge University Press.

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Two chapters are relevant to the modern world – Kenneth Kitchell and Bob Lister.

Dickey, E. (2016). Cambridge: Cambridge University Press.

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Dickey has translated ancient text guides to the learning of Latin for Greeks and vice versa.

Forrest, M. (1996). Exeter: University of Exeter Press.

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Describes the development of the Cambridge Latin Course: a thorough case study.

This was published in 1962 by the Classical Association in response to the threat to the study of classical subjects from the decision of the Universities of Oxford and Cambridge to remove the matriculation requirement for Latin and in the face of changing circumstances in schooling at the time.

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Some of the arguments and thoughts and ideas are as pertinent today as they were over 60 years ago.

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It is not currently available so I have provided a copy here. 

Distler, P. (1962). Chicago: Loyola University Press.

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Out-of-date in terms of the current educational landscape. However, some discussions on how to teach are still very relevant. Difficult to get hold of.

Adams, M. (2015) Cambridge: Cambridge Scholars.

Stray, C. (1992). Bristol: Bristol Classical Press.

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A sympathetic portrait of Rouse’s school-teaching days.

Edith Hall and Henry Stead. 2020.

A wealth of research into classics outside the elites.

Morris, S. (1966). London: Hulton.

(out of print). An oldie – but with some good ideas on assessment.

Bromberg, J. (2021). London: Routledge. 

What makes Classics 'Global'? How can the study of antiquity contribute to our understanding of pressing global issues?

Capettini, E. & Sorkin Rabinowitz, N.  (2021). London: Routledge. 

This volume focuses on teaching Classics in carceral contexts in the US and offers an overview of the range of incarcerated adults, their circumstances, and the ways in which they are approaching and reinterpreting Greek and Roman texts.

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Bracke, E. (2022). London: Routledge. 

This is the first book to provide a practical toolkit, grounded in both current educational practice and pedagogical research, on teaching Latin and ancient Greek at primary school with the aim of empowering primary school age children who do not traditionally get access to Classics in education.

Holmes-Henderson, A. (2023). London: Routledge. 

This volume explores innovative ways of opening up classical languages and cultures to educational and museum audiences. It shows that classical subjects have an important role to play within society, and can enrich individuals’ lives in many different, and perhaps surprising, ways.

Libatique, D. & McHardy, F. (2023). London: Routledge. 

This volume explores how the study of antiquity can be made relevant and inclusive for a diverse range of 21st century students by bringing together perspectives from colleagues working in higher education at different career stages, roles, and from different backgrounds in the US, UK, and Greece.

Laerke Maria Andersen Funder, Troels Myrup Kristensen and Vinnie Norskov (2019) London: Routledge. 

This volume examines how the heritages of classical antiquity have been used to construct European identities, and especially the concept of citizenship, in Denmark from the eighteenth century to the present day. Chapter 2 explores the development and practice of the teaching and learning of classical civilisations in the Danish classroom.