The Future of Classics: A High Schooler’s Perspective
The decision to pursue Classics after high school involves more than just studying content; it involves a desire to change the field for the better.
As a seventh grader beginning Latin, I was jubilant, proud to study the language. In my naivety, I jumped at the opportunity to defend the language, not knowing that Caesar enacted a genocide or that the slaves fueled the Roman Empire. As I progressed through the language, I started to realize these truths and even noticed the demographic changes from my middle school Latin class to my AP Latin class: Black students dropped out, leaving only white and Asian students as well as one Latina student (there hadn’t been any Native American students to begin with). Despite my Latin teacher’s inclusive pedagogy and commitment to equity, the demographics of my class, and I concluded this resulted from a systemic problem.
Now as an Asian senior in high school, I considered if I should pursue Classics in the undergraduate level at all. I understand that I recognize I may benefit from being Asian in Classics, since white and Asian students have more representation, but I still questioned whether I want to devote my years to a field that has promoted gatekeeping and has been a sign of white supremacy. I contemplated why I would want to uphold Euro-centric history, and the white-washing of so many stories and perspectives.
I began my Classical career with an enthusiastic ambition, and I received praise from my peers and teachers. I did not face any discrimination, but saw questionable stories in my textbooks. Servus est ignavus. The slave is lazy. When I first translated this, I did not think much of it, but when a slavery debate emerged in class, I revisited my thinking. Why would a slave be lazy? Why did I think this was an acceptable representation of an enslaved person? This conversation in class was my first exposure to inequity in Classics. Through talking with other Classicists, I gained an encompassing understanding of the field.
Last year, I learned about other ways of looking at Classics. In February of 2020, I attended OurVoices: A Conference for Inclusive Pedagogy, and, like the title suggests, this conference promoted diversity within the classroom. My Latin teacher, Tom Di Giulio, invited me to this conference to see the diverse approaches that other teachers use to build equity; and he himself even presented on developing racial literacy. He requested that I prepare a reflection about what the Classics mean to me. I intended to read it to other high school students interested in the Classics. However, I was met with an audience of Classicists: teachers, professors, graduate students, and undergraduates. I immediately grasped that this conference was for academics, not high schoolers. I was the youngest person there and one of only a few Asian attendees. Even at a conference that promoted diversity, I felt out of place because of my identity. At lunchtime, I was unexpectedly asked to participate in an undergraduate panel. I hesitantly agreed. Sitting beside the other panelists, I listened to their visions for the future and the change they intend to bring about to the field. I participated in this panel, and presented my speech as well.
Although at very different positions in our Classical careers, I felt that she was speaking to me, encouraging me to do all I could do to change the discipline.
The next day, I shared my prepared reflection. That morning stressing over my words, and felt myself shaking when I walked up to the microphone. My anxiety dissolved midway through the speech. I no longer felt I was talking to intimidating strangers, but rather an accepting community. Once I realized that everyone was focusing on me, my experiences, and my insights, I realized I can impact the field, even if I start with the 50 people in the audience.
After the OurVoices conference, I realized there were other people and events in the field promoting different perspectives on Classics. I had a similar experience at the conference Now & Then: (In)equity and Marginalization in Ancient Mediterranean Studies in March of 2021, which included presentations on topics ranging from activism to marginalization and inequity. By exploring the unheard and silenced voices, the presenters were able to piece together their lives and cultures. In doing this, they were able to understand a new perspective of life in the ancient world, and draw parallels to the modern era. These talks addressed overlooked perspectives that I, having been excluded solely for being Asian, related to. The keynote speaker, Dr. Emily Greenwood, who is Black, spoke about anti-racism. Seeing a woman of color speak so powerfully about anti-racism to a majority white crowd evoked in me the same sense of agency that I felt when I presented at OurVoices. Although at very different positions in our Classical careers, I felt that she was speaking to me, encouraging me to do all I could do to change the discipline. Later, Lylaah Bhalerao shared her experience as an activist classicist, describing how she was constantly judged by her skin color rather than her ideas. She raised the question of whether Classicists of color can be an activist and a Classics or if they will continue to be thought of as just the “race” person, which made me consider how I can break this stereotype. Seeing her, a young Asian woman, inspired me to think about how Classics departments at universities can prevent this stereotype from entering academia.
Listening to multiple perspectives allowed me to realize that the things that dissuaded me are the exact reasons why I should pursue it.
In deciding to major in Classics, I asked multiple professors, all of whom were unsurprisingly white, about their goals to improve the field as well as how they envision the field, and was pleased that most of them cited their efforts of inclusive pedagogy and lack of diversity among the faculty. Some departments cited inclusive classes, clubs, or events, but others hid behind blanket statements, such as, “We’re doing all that we can to address diversity” and, “We are making bold plans to introduce new pedagogy,” without citing specific measures. These statements, although a step in the right direction, hid their inaction, and made me realize the importance of tangible action to address diversity. Still, I did not have a complete perspective of diversity in the field, so I reached out and talked to an Asian Classics student at Kenyon College. She told me how Kenyon’s Classics department educated students on racism in the Ancient world and highlighted the difference between racism then and now. She explained that Classical reception constantly shifts, and that Classics departments should adjust accordingly, and gave me confidence that at least some Classics departments are progressing towards inclusivity.
Listening to multiple perspectives allowed me to realize that the things that dissuaded me are the exact reasons why I should pursue it. By seeing how Classicists are trying to make students more self-aware of inclusive perspectives, I have started to become more aware of what I learn (and what is left out). In talking with professors and students, I am taking note of the world I will enter in the fall, and contemplating ways I will change my department. I committed to Haverford College last winter.
I am continuing to study Classics because I want to redefine the field. I envision conferences like the ones that transformed my perspective becoming a universal cornerstone of a new generation of Classicists. I will seek to break down gender and racial stereotypes so that diverse perspectives will be heard. The future of Classics shifts towards inclusivity, and it is critical for the next generation to build upon that. With the help of others, I will continue to elevate marginalized voices, and in doing so will elevate Classics as a whole. Presenting my speech at the OurVoices in Classics conference taught me that I am already a voice in the field and my plan for change taught me I will make my ideas heard. When I arrive at Haverford College this fall, I intend to propel this conversation and become a catalyst for diversifying the field.
