The Women’s Classical Committe UK intends to nominate members to the REF Classics sub-panel. We ask candidates seeking nomination by the WCC UK to provide answers to the questions below (in brief bullet points) by 30th November 2017, and to send them to the WCC UK’s current co-chair Amy Russell (amy.russell AT durham DOT ac DOT uk). The questions mirror those asked in the HEFCE nomination form, with the addition of question six which is specific to the WCC UK.
We will be making nomination decisions based on the published HEFCE criteria (captured in these questions), with the additional criterion that your nomination should further the WCC UK’s aims (for which see question 6). We will evaluate candidates of all genders according to the same criteria. Forms will be circulated to our Steering Committee and Liaisons for comment, before a final nomination decision is made by a small sub-committee formed from current SC members. A full list of SC members and liaisons can be found on our website. We do not intend to publish the list of those nominated by WCC UK.
Please circulate this call for applications widely, as we welcome nominations or suggestions for nomination from the broadest pool of candidates possible.
Questions for Candidates for Nomination
Please answer the following questions:
1. Do you have previous REF panel experience? Give details.
2. What modern languages are you able to assess in?
3. What are your areas of expertise, including (if applicable) experience in wider use and benefits of research?
4. Provide evidence in support of your nomination (e.g. key achievements and academic appointments; esteem indicators such as editorial posts; experience of research management, commissioning, using or benefitting from research; experience of leading/managing/practising interdisciplinary research; experience of peer review, research quality standards, or of evaluating impact, benefits, or quality of research).
5. Do you wish to be considered for nomination as an interdisciplinary research adviser?
6. How will your appointment to the sub-panel help to advance WCC UK’s published aims? Our aims are:
– Support women* in classics**
– Promote feminist and gender-informed perspectives in classics
– Raise the profile of the study of women in antiquity and classical reception
– Advance equality and diversity in classics
* By ‘women’ we include all those who self-define as women, including (if they wish) those with complex gender identities which include ‘woman’, and those who experience oppression as women.
** By ‘classics’ we understand the study of the ancient Mediterranean world and its reception, including but not limited to scholarship by students and post-holders in academic departments of Classics and Ancient History.
Dr. Jo Quinn, Associate Professor of Ancient History at Oxford, gave a keynote talk at our AGM in April which asked us to consider what precisely our curriculum is covering. We are delighted that she has written up her thoughts in this blog post. You can find her on Twitter at @josephinequinn.
Despite all the efforts made in recent years to increase the diversity of Classicists by organisations like Classics for All and now the WCC as well as by university departments, it is no secret that our student body is still dominated by those from privileged backgrounds, that our secure and senior faculty are disproportionately male, and that BME scholars are disproportionately absent at all levels. I want to suggest here that ‘Classics’ itself is part of the problem: that we stack the odds against diversity by the way we describe and conceptualise our subject.
Classics is not after all a neutral term. For one thing, this eighteenth century coinage privileges language and literature: the “classics” concerned are Greek and Roman texts. It comes from an era when most of the available evidence was indeed textual, but it does not represent the breadth of the subject as we teach it today. It also dictates a focus on elites, on men, and on people we now at least perceive as white – not only because the writers of these texts overwhelmingly fit this description, but because the people they wrote about do too.
And even if we are okay with a primary focus on texts over history, archaeology, linguistics, and so on, do we really believe that the Greek and Latin texts we teach are the only ‘classics’ of world, or even western, literature? The extended usage in ‘Classical Civilization’ raises similar questions: why are (only) Greece and Rome ‘classical’?
This raises another question: why do we limit ourselves to Greece and Rome anyway? As researchers, of course, we often don’t. The WCC’s definition of Classics as “the study of the ancient Mediterranean world and its reception” isn’t controversial among practitioners. But our teaching curriculum is still based around the Greeks and Romans, and this is the way we usually present Classics degrees to prospective students – at Oxford, for instance, “Classics is the study of the languages, culture, history and thought of the civilisations of ancient Greece and Rome”, and similar sentiments can be found at (just to take a few more examples) Durham, Exeter, Reading, and Liverpool. Even where courses on other places and people are on offer, and where faculty research interests are much broader, these aren’t what our websites sell as ‘Classics’.
If Greek and Roman studies is really what we are teaching, why not just call it that? One reason is that our explicit focus solely on societies associated with the two languages that characterize a widespread stereotype of elite education in the UK already limits the diversity of our applicants – and the fact that even in elite schools those languages are taught for longer and more intensively to boys means that women are always going to have a harder time reaching the top of the profession. Another, more positive reason to rethink the narrow geographical and cultural confines of our courses is that curriculum diversity of all kinds is a powerful tool in attracting and engaging more diverse students, who will then become more diverse faculty.
The problem is that we are trying to diversify a subject whose borders we have intentionally constrained – and so however much we try to change the game, the rules by which we play ensure that the status quo prevails. If we really want diversity, we need to relinquish our nineteenth-century disciplinary framework.
One option would be to split Classics up into its component parts: there’s already a trend for separate degrees in ancient history and/or classical archaeology, and for ancient history to be grouped institutionally with history, classical archaeology with archaeology.
A risk with generalizing this approach, however, is that even fewer students from schools that don’t teach Greek and Latin have the opportunity to learn the languages that will give them a direct encounter with the words and ideas of the people they study, as well as a good chance of a research career. Another, from the perspective of language and literature specialists, is that the parlous position of modern languages in the UK and elsewhere does not offer an encouraging example of going it alone.
Better I think would be to do the opposite: join forces with neighouring departments with a focus on antiquity such as Near Eastern Studies and Archaeology, if not at departmental level then at least in terms of our degree courses. We could start by simply counting each other’s courses towards our own degrees. And we could require all our students to learn at least one ancient language from scratch at university, abolishing the ridiculous unfairness whereby Classics students who have had the unusual privilege of learning Greek and Latin at school get a pass on basic language training at university, luxuriating in the further fields of subjects they have studied for years while their less-expensively educated peers battle with one or both languages as well as with a whole new world.
At the WCC-UK AGM in April 2017, I was struck that there seemed to be a shift from the inaugural AGM in 2016. In 2016, there had been a focus on problems that WCC might address in Classics. Now there was a move towards how WCC could address some of these problems. The presentation at the 2017 AGM from Dr. Anna Bull of the 1752 Group fitted this shift. Anna’s presentation raised some problems that run deep in HE culture around sexual harassment, but Anna identified various possible actions, including some do-able steps that individuals can take, and these can make a difference. It was in a similar spirit that Fiona, Katerina and I organised an event looking for possible solutions to bullying and harassment in UK Classics. Fiona and I had already written a paper that was problem-focused. It was a goal of this new event to discuss ways forward.
A number of people contacted me once the Call for Papers had gone out to give support or relate their experiences. Some were torn between coming along to help ensure that others will not go through what they had – and keeping these experiences in the past. And it was the latter that won out. This included attempting to go through institutional policies: one respondent (not a classicist) told me that they only had any success when the union at their HEI was serious about legal action for failure in duty of care. The perpetrators left, but for other institutions. This academic highlighted weak management and peer silence as practices that ‘give permission’ to bullying. Another person who got in touch – a classicist – had experiences of ‘gagging orders’ which can create a ‘wall of silence’ that allow some individuals to bully a succession of colleagues. Correspondents also discussed the ways in which universities can make their staff insecure at all stages in their careers. This culture not only mitigates against a good working environment, but it also discourages whistle-blowing, as people feel scared to put their necks on the line, for the sake of their careers.
Everyone present at the event, the programme for which is available here, was there because the topic mattered to them and/or to others close to them. We agreed to keep discussion in camera, so no twitter. Among the key issues raised were the following – and there is plenty here that WCC can explore further.
The Women’s Classical Committee UK has put together this guidance to encourage colleagues putting together collaborative academic enterprises to consider how they might increase the diversity of their line-ups, and reach out to people who are currently not represented in a wide range of prestigious academic activity. This problem doesn’t just surface in classics – in 2012, Nature ran the numbers on who they were
asking to act as referees for their papers, who they were profiling, and who was writing Comment
and World View articles. They found that despite having a gender balance at the editorial and
reporting level, they were asking a significantly lower proportion of women to take on these more
visible, ‘authoritative’ tasks. This issue particularly affects graduate and early career colleagues, while established colleagues may find themselves refusing invitations sent to them because they are the only ‘visible’ woman in a given field.
‘How to Avoid a Manel and Beyond’ is designed as a straightforward and approachable guide to the issue for colleagues organising events, and for those wanting to raise issues with other colleagues in a constructive way. We encourage you to download the guidance, direct people to it, send it to people you think will benefit from it, and use it yourself.
We envisage this document as an evolving work in progress that will be updated to reflect best practice over time. If you have any thoughts or feedback, please do e-mail us at womensclassicalcommittee AT gmail DOT com.
The WCC UK Steering Committee met on 8th September 2017 to discuss our events programming and other activity for the coming year. This blog post reports a few highlights of what we discussed and what’s coming up.
Membership: We now have 96 members at a range of HE institutions, outside universities, across disciplines, and at a wide range of career stages. We always welcome new members – can we make it to 100 before the end of the year? Find out more about how to join us here.
Steering Committee elections: nominations for elections to the steering committee open later this month. The WCC UK aims to represent classicists with a wide range of backgrounds, career experiences and disciplines, and we very much want our committee membership to reflect the diversity of experience and perspective within UK classics (broadly defined). We warmly invite self-nominations and nominations of others. More information about the elections process will be sent to members soon.
REF 2020: we are delighted that the WCC UK has been made an official nominating body for the upcoming REF. We have invited people applying to CUDC for nomination to speak to us about letters of support for their nominations.
Mentoring scheme: a subgroup are working on the best way for the WCC UK to provide mentoring to its members, as this is a very popular and often requested support service. We will be consulting the membership about possible models shortly.
Guidance on all-male panels and other events: we will be making our ‘how to’ guide available on the website in the next week or two, and will let you know when it is available. It is designed to be a resource for those organising events and also for those participating in events to use as a springboard to conversations about the issue.
Dates for your diary:
12th February 2018 – LBGT+ Classics: Teaching, Research and Activism, University of Reading – a day dealing with practical and legal issues, pedagogy, research and activism, to coincide with LBGT+ month.
Monday 26th March 2018 – midcareer event, University of Durham – we will be making our midcareer days an annual fixture of our calendar following our first successful one in December 2016, and will make sure that it moves around the country. Mark your diaries for this opportunity to catch up with other mid-career classicists and talk about the challenges that face those of us at this career stage.
Wednesday 18th April 2018 – AGM, Senate House, London – our theme this year will be ‘activism’.
Bullying and Harassment in the UK Classical Workplace: Finding Solutions
Women’s Classical Committee UK Workshop
University of Roehampton, 11th September 2017
Organisers: Susan Deacy, Fiona McHardy, Katerina Volioti
This event takes place at a time when various groups are coming together in the UK and internationally to discuss workplace bullying and harassment and to seek solutions. The issue is high on the agenda of the Women’s Classical Committee UK, which conducted a survey in 2016 asking for feedback on experiences of gendered bullying and sexual harassment. A paper in Cloelia in 2016 by two of the current event’s organisers (Susan Deacy/Fiona McHardy) explored the responses to this survey while also presenting the experiences of other classicists. One goal of this workshop is to look in further depth at some of the problems in Classics. For example, we should like to look at where issues of gender intersect with mental health, age, disability and status. We also anticipate a discussion around whether the perpetuation of ‘traditional’ views of Classics might be fostering a culture where bullying and harassment can endure. But: our key goal is to move from identifying problems to finding solutions. We take inspiration, here, from the ongoing moves in Classical women’s networks in North America and Australasia to tackle issues in the discipline by cooperation, including by those who have themselves suffered unpleasant experiences in the workplace. Our quest will also be informed by initiatives beyond Classics, including the 1752 Group, which is developing strategies for combatting sexual misconduct at UK HEIs.
The structure of the event will draw strongly on informal discussion and sharing experiences in a supportive, confidential environment. In addition to the topics set out below, discussions areas will include ‘gagging orders,’ social media bullying and institutional duties of care.
You can book for this event via our Eventbrite page. Members of the WCC UK are entitled to complementary tickets and have been sent instructions on how to order them; if you need a reminder, please e-mail us at womensclassicalcommittee at gmail dot com.
Schedule
1pm – Lunch
1.30 – Introductions; identifying the issues; outlining the problems (Fiona McHardy); some possible solutions (Susan Deacy)
2.30 – Short papers
Katerina Volioti – (Under)standing bullies
Alan Greaves – Homophobia in Classics and Archaeology
Kate Keen and Jay Gainsford – Codes of Conduct: A Perspective from Fan Conventions
4pm – Tea and coffee
4.15 – Discussion, solutions, wrap-up and take-away tips
5pm – Close
Abstracts
Katerina Volioti – (Under)standing bullies
We talk about bullying in negative terms, and with good reason. And yet, there is somehow less of an incentive for us to understand bullies as distinct personality types. In this short presentation, I shall cover two types, as discussed mostly in the business literature: the abrasive and the narcissistic personality. Both personalities are described also in connection with leadership and high performance, making it more difficult to differentiate leadership from bullying behaviours. My main objective in this presentation, nonetheless, is to discuss bullies as suffering individuals who crave for love and affection in their loneliness, but whose behavioural problems can be addressed by specialists (counsellors, psychologists, and psychiatrists). Regrettably, most bullies neither see the need for treatment nor do they believe that there is anything wrong with them. I close with a pessimistic statement: “We still do not know how to deal with the bullies”.
Katerina Volioti is Visiting Lecturer teaching Classical Art at the University of Roehampton and worked in corporate business before returning to academia.
Alan Greaves – Homophobia in Classics and Archaeology
In this paper I will examine, with reference to theories, data and illustrations from my own life, the many subtle (and less subtle) ways in which homophobia operates within academia. I will also illustrate how, at the University of Liverpool, we have managed a campaign of peer education across all disciplines to raise awareness of LGBT* equality matters via our Flagship lecture series and some of the results from that programme.
Alan M. Greaves is a Senior Lecturer in Classical Archaeology at the University of Liverpool.
Kate Keen and Jay Gainsford – Codes of Conduct: A Perspective from Fan Conventions
In recent years there has been growing debate about the need for codes of conduct at academic conferences, as a way of addressing sexual and gender-based harassment, and other misconduct. This debate has been going on for longer (and still continues) around science fiction and fan conventions. Kate Keen is Deputy Director of Nine Worlds Geek Fest, an annual London event that places inclusivity at the heart of its mission, and has been closely involved in formulating its codes of conduct. Jay is the lead of Nine Worlds technical team and a passionate advocate for the benefits of diversity and inclusion in STEM. In this presentation they talk about why Codes of Conduct are necessary, what academia can learn from fan cons’ experience in implementing them, and what best practice looks like.
The University of Manchester is delighted to host the next Women’s Classical Committee UK free training event and editathon, supported by Wikimedia UK.
Wikipedia holds around 200 biographies of classicists, of which, at the start of this initiative, only approximately 10% were dedicated to women. This WCC UK’s second event of its kind, this year alone, is taking steps towards redressing the gender imbalance by training and encouraging classicists to edit Wikipedia with this focus.
The event will take place at the University of Manchester, M13 9PL, from 10.00-18.00 on September 15, 2017.
Thanks to the generous sponsorship of the Department of Classics & Ancient History at Manchester, this event is free to attend. Lunch and coffee will be provided. Places are limited, so it is essential to register as early as possible. Participants with disabilities are welcome; if you need particular support to enable you to take part, please let us know. Some additional places are available for attendance via Skype – if you would like to register for one of these, please indicate this in your email.
For registration, please email the organisers, Lili Agri (dalida.agri AT manchester.ac.uk) and Kate Cook (kate.cook AT manchester.ac.uk) by September 10, 2017.
Child-friendly policy
The Women’s Classical Committee UK is committed to making our events as inclusive as possible, and recognises that the financial and practical challenges of childcare often impede people from participating in workshops and conferences. Anyone who needs to bring a dependent child or children with them in order to participate in one of our events is usually welcome to do so, but we ask you to inform of us this in advance so that we can take them into account in our event planning and risk assessment. The safety and well-being of any children brought to our events remain at all times the responsibility of the parent or carer. While we do our best to ensure that rest and changing facilities are available for those who may need them, this will depend on the individual venue we are using. Again, please contact us in advance to discuss your needs, and we will do our best to accommodate them.
If you would like to bring a child or children to this event, please contact Kate Cook (see email address above) as soon as possible to discuss possible arrangements.
Dr. Anna Bull of the 1752 Group gave a spirited and powerful address at our AGM in April. Here she outlines some practical steps that can be taken to tackle the problems the group addresses in your institution. You can find her on Twitter at @anna_bull_; The 1752 Group tweet at @1752group.
An urgent issue to address in relation to gender inequalities in higher education is sexual harassment and misconduct by university staff. I spoke at the recent Women’s Classical Committee AGM on this issue, on behalf of The 1752 Group, a research and lobby organisation which is working nationally in this area. There is a lot of scope for practical action within individual institutions, and attendees were particularly interested in hearing about these ideas, so in this blog post I discuss some of these.
If you want to read more about the wider issues of staff sexual misconduct, you can read our comment pieces in the Huffington Post and on HE blog Wonkhe as well as analysis by The 1752 Group co-founder Tiffany Page along with Leila Whitley in New Formations. We use the term ‘sexual misconduct’ to encompass a broader range of behaviours than just sexual harassment or assault including grooming, bullying, sexual invitations, comments, non-verbal communication, creation of atmospheres of discomfort, or promised resources in exchange for sexual access. In short, it involves forms of power enacted by academic and professional staff in their relations with undergraduate and postgraduate students, or between staff members.
Find allies.
First and most importantly, find allies and make the issue a collective one. Acting alone, for example by whistleblowing, making an individual complaint, or approaching a perpetrator of sexual misconduct to discuss their behaviour, puts you at risk of retaliation. The more people who are working together on this issue, the more likely that you will be able to challenge powerful individuals who are sexually harassing students or covering up for others who do so. Choose allies carefully by sounding people out first (bearing in mind that those perpetrating abuse or harassment may also have support within a union). It may be necessary to start by acting informally, for example asking around about stories of sexual harassment and misconduct, and offering to be in touch with students speaking about these experiences.
There may be someone in a position of power within your institution who is willing to be a ‘champion’ or spokesperson on the issue of staff-student sexual misconduct. There are often people in senior positions willing to be allies but who are unaware of the situation at hand, so you may wish to approach a member of the senior management team at your institution who is likely to be sympathetic. Leadership is key to bringing about institutional cultural change around this issue. Try to find someone in a senior leadership position who will be prepared to put their neck out if it comes to fighting entrenched power.
You may become aware of forms of sexual misconduct or ongoing sexual harassment which you are not experiencing yourself. While it may not be possible to start an inquiry without student complaints, it is still possible for a member of staff or union representative to alert the responsible people named on institutional policies that there is an ongoing issue. There should be someone from the senior management team named in such policies. They are likely to respond that there is nothing they can do without a formal complaint. However, if they have previously declared their commitment to ‘zero tolerance’ of sexual harassment (a commonly-used and often meaningless phrase) then there may be other actions that can be taken to change the culture within the institution.
Audit existing policies.
Pull together all the policies you can find on sexual harassment (usually subsumed into generic bullying and harassment policies), staff student relationship policies (sometimes called conflict of interest policies), and complaints procedures. Examine all relevant policies alongside each other. You tell if it’s potentially a good policy if there is a recognition that staff and students are not equal in relationships. Better policies include at least two named people that students can report incidents to. Ideally, there should also be a named ‘Champion’ for this issue on senior management, to approach if complaints stall or disappear.
Make sure the policy (if it is a fairly good one) is easily available, for example by putting it up on noticeboards and public spaces. If it is inadequate, for example, by including a ‘don’t ask, don’t tell’ position on staff student sexual relationships, containing phrases such as ‘we trust both parties to behave with integrity’, then you can still make it visible but annotate it with your critical commentary.
The 1752 Group recommends that universities have a bespoke policy for staff-student sexual misconduct, as the difficulties and power imbalances that this form of harassment involves cannot be covered by generic policies. A further action you can take is therefore to lobby your institution for a bespoke policy on staff-student sexual harassment and on staff-student sexual relationships. A crucial difference is that harassment and bullying policies usually have an initial stage of ‘informal mediation’ where it is suggested that the complainant approach the person harassing them and ask them to stop. Given the power imbalance that characterises staff-student teaching relationships as well as many staff-staff relationships, this is inappropriate for sexual harassment and misconduct.
Examine complaints procedures.
Imagine that you are one of the people in these accounts of sexual harassment at university. Go through the complaints procedure and think about how you would experience making a complaint. Where are the blocks?
Start discussions within your institution about staff-student sexual relationships and sexual misconduct. Playwright Phil Thomas has made her short play about this topic publicly available under a Creative Commons licence. The play is entitled ‘The Girls Get Younger Every Year’, and puts forward one postgraduate student’s experience of a relationship of ‘blurred lines’ and exploitation of power during her studies. A play reading of this piece sets the scene well for a discussion of the complexities of this issue. This is an event that we have successfully held. Other events could include discussions or talks. These need to focus on the power imbalance and the ways in which this makes students vulnerable, an awareness which tends to be absent from discussions of this issue.
Find any other ways you can to hold institutions accountable.
Universities should be able to give clear statements of their position on this issue. You can ask the Pro-VC for student services or another senior figure in your institution to give such a statement. Here’s what we think universities should be doing:
Recognise & publicly acknowledge there is a problem
Recognise they don’t have the expertise to deal with this
Provide leadership from senior management – dedicate a Champion
Develop specific policies and reporting procedures on sexual misconduct
Provide support for students who have made a complaint, both during and after the complaints process
Train a dedicated officer as part of their job description to be the point of contact within the university
Invest in research and gather data: know what is happening within the institution as well as nationally; communicate & share with other universities
Finally, recognise that this work can be very draining, and may involve a heavy investment of emotional labour. Practice self-care; do what you can. We can’t change everything at once, and this work takes time, but it’s important to start.
BULLYING AND HARASSMENT IN THE UK CLASSICAL WORKSHOP: FINDING SOLUTIONS
Women’s Classical Committee Workshop
Monday September 11th 1-5 p.m.
University of Roehampton, London
Organised by Susan Deacy, Fiona McHardy and Katerina Volioti
Deadline for abstracts: Friday 10 August 2017
This event takes place at a time when various groups are coming together in the UK and internationally to discuss workplace bullying and harassment and to seek solutions. The issue is high on the agenda of the Women’s Classical Committee UK, which conducted a survey in 2016 asking for feedback on experiences of gendered bullying and sexual harassment. A paper in Cloelia in 2016 by two of the current event’s organisers explored the responses to this survey while also presenting the experiences of other classicists.
One goal of this workshop is to look in further depth at some of the *problems* in Classics. For example, we should like to look at where issues of gender intersect with mental health, age, disability and status. We also anticipate a discussion around whether the perpetuation of ‘traditional’ views of Classics might be fostering a culture where bullying and harassment can endure.
But: our key goal is to move from identifying problems to finding *solutions*. We take inspiration, here, from the ongoing moves in Classical women’s networks in North America and Australasia to tackle issues in the discipline by cooperation, including by those who have themselves suffered unpleasant experiences in the workplace. Our quest will also be informed by initiatives beyond Classics, including the 1752 Group, which is developing strategies for combatting sexual misconduct at UK HEIs.
The Women’s Classical Committee UK invites proposals for brief papers (15-20 minutes) on any aspect relating to the topic. We warmly encourage Classicists at any career stage and of any gender to submit abstracts.
Please send abstracts of 200 words max to Susan Deacy – s.deacy AT roehampton.ac.uk – by 10 August 2017.
Supported by the Women’s Classical Committee UK and by the award money from a National Teaching Fellowship 2015. The National Teaching Fellowship Scheme is funded by the three funding councils for England, Northern Ireland, and Wales and administered by the Higher Education Academy.
Call For Papers: Proposal for the Women’s Classical Committee Panel
Classical Association Annual Conference in Leicester, 6-9 April 2018
Materiality and Gender: Women, Objects and Antiquity
Organised by Liz Gloyn (Royal Holloway, University of London) and Rosa Andújar (KCL)
Deadline for Abstracts: 2nd August 2017
The Women’s Classical Committee UK invites submissions for this year’s panel, themed ‘Materiality and Gender: Women, Objects and Antiquity’. This follows two successful WCC UK panels at the 2017 Classical Association meeting in Kent.
In line with this year’s conference themes, our aim is twofold: 1) to examine the relationship between women and objects in the ancient world (broadly defined) and 2) to consider the particular experience of ancient and modern women handling classical objects. This panel seeks to showcase recent academic work from a range of perspectives, underscoring the benefits of embracing a wide range of viewpoints in the study of the Classics. We welcome in particular papers that seek to diversify Classics in approach, findings, or methodology.
We invite submissions that focus on (but are not limited to) the following: gendered experiences of artefacts, description versus reality, new approaches to ancient and modern pedagogy, women in archaeology, gendered economies, hierarchies of textual and artefactual authority, breaking and mending, and phenomenological experience.
We warmly encourage Classicists at any career stage and of any gender to submit abstracts.
Please send anonymous abstracts (in .doc or .pdf format) of no more than 200 words to liz.gloyn AT rhul.ac.uk by Wednesday August 2nd 2017. The panel organisers will make decisions about abstracts in time to allow any unsuccessful papers to still be submitted to the Classical Association for consideration under the general call, which closes on 31st August 2017.
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