Found in Translation: Engendering Inclusive and Conscientious Pronoun Pedagogy in Ancient Greek and Latin Language Classrooms

Abstract

At a time of evolving pronoun usage in the English language and increased recognition of diverse gender identities, this article calls for a reexamination of pedagogies surrounding pronouns in ancient Greek and Latin language classrooms. It presents specific pedagogical considerations, practices and resources that can demonstrate sensitivity to emerging pronouns and related aspects of inclusivity. While fostering inclusive and affirming learning environments, such attentiveness can also stimulate conscientious, informed and impactful discussions of grammar, linguistics, translation theory, and ancient literature, myth and history.