Thus, Robinson's assertion that Classics teaching avoids these sensitive topics may not be so definitive.

They argue that the historical distance between us and Greco-Roman culture and history can allow students to engage and participate in discussions that may otherwise be difficult and can provide a valuable opportunity to address uncomfortable topics in the classroom. However, texts such as the article ‘Teaching Sensitive Topics in the Secondary Classics Classroom’ (Hunt, 2016), and the book ‘From abortion to pederasty: addressing difficult topics in the Classics classroom’ (Sorkin Rabinowitz & McHardy, 2014) strongly advocate for teachers to address these difficult and sensitive topics.

OL18234839W Page_number_confidence 95.79 Pages 394 Partner Innodata Pdf_module_version 0.0.18 Ppi 360 Rcs_key 24143 Republisher_date 20220211083031 Republisher_operator Republisher_time 910 Scandate 20220205005933 Scanner Scanningcenter cebu Scribe3_search_catalog isbn Scribe3_search_id 9780521782302 Tts_version 4.In an article, ‘The Slaves were Happy’: High School Latin and the Horrors of Classical Studies, Erik Robinson, a Latin teacher from a public high school in Texas, criticises how, in his experience, Classics teaching tends to avoid in-depth discussions on issues such as the brutality of war, the treatment of women and the experience of slaves (Robinson, 2017). Access-restricted-item true Addeddate 04:12:00 Associated-names Pope, Stephanie M Boxid IA40362123 Camera USB PTP Class Camera Collection_set printdisabled External-identifier

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