Classics: Classics and Racism in US

Examination of the history of classics in the United States, in particular the relationship between Classics and racism. Examines ancient and modern racial ideologies and histories of slavery, as well as the symbolic power of classics in the antebellum south and today. Prerequisite: Minimum Sophomore standing.

Minimum sophomore standing PACE students with permission and override

In this course we will examine the history of classics in the US, in particular the relationship between Classics and racism. Students will examine ancient and modern racial ideologies and histories of slavery, as well as the symbolic power of classics in the antebellum south and today. While classical texts were deployed in early racial ideologies justifying slavery, classics also played an important role in the abolition of slavery and anti-racist ideologies in the US. We will explore how knowledge of Latin and Greek became associated with power and privilege, and how black people in the 18th, 19th, and 20th centuries responded to the claim that the ability to read Latin and Greek signaled one’s humanity (famously espoused by John C. Calhoun), while simultaneously being barred from pursing a classical education. How do we reconcile this with current efforts to diversify the field, and what does an anti-racist classical curriculum look like? Readings for this course include Homer, Aeschylus Aristotle, the Hippocratic Corpus, Cicero, Ibram X. Kendi, bell hooks, Ralph Ellison, Michelle Alexander, Tayari Jones, and the music of the Carters and Lil Nas X.

Students are expected to complete all readings and attend class. Students should expect to spend approximately six hours a week on coursework per university policy regarding work required for a three credit course, with additional time for assessments.

Papers and reading journal.