CL3RA-$£Race' in the Ancient Greek and Roman Worlds

Module Provider: Classics
Number of credits: 20 [10 ECTS credits]
Level:6
Terms in which taught: Spring term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2023/4

Module Convenor: Dr Samuel Agbamu
Email: s.agbamu@reading.ac.uk

Type of module:

Summary module description:

Racism is frequently theorised as a modern phenomenon. This module challenges such theorisations by exploring representations of racial otherness in Greek and Latin texts, and considering how these classical representations shaped medieval and modern ideas around ‘race’. 

Aims:

To consider different perspectives on what ‘race’ is, read a variety of representations of racial otherness in classical texts, from Homer to early Christian authors through the lens of recent Premodern Critical Race Studies scholarship, and examine how classical texts shaped and continue to shape thinking about ‘race’.

Assessable learning outcomes:

By the end of this module students will be able to:

1. Demonstrate familiarity with a range of theoretical perspectives of ‘race’, ethnicity, and alterity, in the ancient and modern worlds.


2. Trace developing discourses of ‘race’ in classical texts, from Homer to the early Christian period.


3. Engage with problems of translating ancient representations of racial otherness into modern discourses of ‘race’.


4. Identify the reception of classical ‘race’ in the writings of some key post-classical authors who are considered to be major figures in the ‘classical tradition’.


5. Consider the impact of classical texts on ideologies of modern racism.


6. Evaluate scholarship on ‘race’ in classical antiquity, using methodological frameworks grounded in Premodern Critical Race Studies.

Additional outcomes:

Students will be given opportunities to develop skills in oral presentation and constructive dialogue, and the ability to synthetise academic research into creative outputs. Students will also develop IT skills. 

Outline content:

This module problematises narratives of a significant shift from pre-modern racial prejudice to modern ‘scientific’ racism by exploring a range of representations of racial otherness in classical texts, through the lens of contemporary perspectives on ‘race’. Frequently, ‘race’ is read as a shorthand for different skin colours. By illuminating the diversity of the ancient Greek and Roman worlds and the wide variety of ideas around otherness, far more nuanced than prejudices based on different colours of skin, a more sophisticated perspective on ‘race’ in the modern world is gained. We will trace how ‘race’ in classical texts was read by post-classical authors, and examine the impact of the ancient world in modern ideologies of racism.

This module begins by outlining some key perspectives on race in the pre-modern and modern worlds.

We will gain confidence in discussing distinctions between concepts such as race, ethnicity, and racial formation, and consider how these concepts are of use in examining race in the classical world. We will also consider how choices in translating classical texts can impact on our interpretations of ‘race’ in antiquity.

Our reading of ‘race’ in classical antiquity will proceed chronologically, beginning with some key episodes from Homer’s epics, moving through into Classical Athenian historiography, tragedy, and philosophy. As we move through Latin texts, we will take in history and epic, reading passages from key authors such as Livy, Virgil, Sallust, and Tacitus. Geographers and natural historians from the Roman period, such as Pliny the Elder, Pomponius Mela, and Strabo will also be key to tracing developing discourses of race in the Roman world. We will consider the role of ideas of ‘race’ in narratives of the decline of Roman power in the Mediterranean before analysing how representations of racial and ethnic otherness show up in the texts of the early Christian period, the authors of which were frequently writing from contexts beyond Europe. Our readings will be accompanied by frequent references to visual and material culture – from sculpture to graffiti.

The course closes by examining how ideas around race in ancient Greek and Latin texts were incorporated into post-classical representations of race. Our focal point here will be Renaissance Humanist texts, since Humanism is frequently seen as a revival of classical ideals and as a hinge between the medieval and modern worlds. Finally, we will consider how classical texts were used to justify oppressive and destructive practices such as slavery based on racism, imperialism, and antisemitism, the ongoing impacts of which continue to shape our worlds. 

Global context:

This module considers representations of ‘the Other’ across historical periods. Frequently, the ‘otherness’ of the Other is based on geographic location, particularly locations beyond the ‘classical’ lands of Italy and Greece, and the lands of those who have claimed direct inheritance from the classical world, especially northern and western Europe, as well as North America. As such, much of this course considers how the wider world has been represented in the texts of the classical tradition. Necessarily, this also considers how those from beyond the ‘classical’ heartlands have responded to their othering, from Ptolemaic Egypt to postcolonial West Africa and the contemporary United States. 

Brief description of teaching and learning methods:

The module is comprised of two contact hours per week (except the first and last week) that constitute 18 one-hour meetings (twelve lectures and six seminars). Seminars will revolve around students’ structured discussion of prescribed reading, and the presentation of personal responses to the reading. Students will study primary and secondary sources, using both texts and objects printed in books and available online.

Contact hours:

	Autumn	Spring	Summer
Lectures		12
Seminars		6
Guided independent study:
Wider reading (independent)		60
Advance preparation for classes		24
Preparation for presentations		12
Preparation for seminars		24
Completion of formative assessment tasks		12
Group study tasks		12
Essay preparation		26
Reflection		12
Total hours by term	0	200	0
Total hours for module	200

Summative Assessment Methods:

Method	Percentage
Written assignment including essay	50
Portfolio	35
Oral assessment and presentation	15

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

This module will be assessed by:

1. a response to a text studied in this module, presented to peers – this could be in the shape of a piece of text, academic or creative, an image, video, or presentation (15%)


2. Two short, reflective summaries (no more than 500 words) of reading and discussions from any particular week, due on Wednesday of week 11 (35%)

one essay of about 3000 words on a topic chosen by the student and approved by the convenors (50%). This essay will be peer-reviewed by one peer, and feedback (monitored by convener) will be incorporated ahead of final submission. 

Formative assessment methods:

Students can submit drafts of portfolio pieces (reflective summaries) for comment prior to final submission. Students may also write reflective summaries for more than 2 weeks and submit those that they consider strongest, after consultation with convener. A draft of the essay will be given feedback from a peer, to be considered before final submission. 

Penalties for late submission:

The Support Centres will apply the following penalties for work submitted late:

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days;
• where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/penaltiesforlatesubmission.pdf
You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Assessment requirements for a pass:

40% 

Reassessment arrangements:

Re-submission by the end of August 

Additional Costs (specified where applicable):

1) Required text books: 

2) Specialist equipment or materials: 

3) Specialist clothing, footwear or headgear: 

4) Printing and binding: 

5) Computers and devices with a particular specification: 

6) Travel, accommodation and subsistence: 

Last updated: 12 October 2023