Latin Beyond GCSE

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The 2016 Time article “ Everything you ever wanted to know about gender neutral pronouns” written by Jacob Tobia is an informative, conversational read that walks you through common questions people have, and the author’s answers from their perspective as “a genderqueer advocate and media personality who has used gender-neutral pronouns for years.” Jenn Jarnagin has taught Latin at the Episcopal School of Dallas in Dallas, TX for the past six years, and taught Latin for twelve years prior to that. She is passionate about making Latin fun and inclusive, and believes that every student deserves to see themselves reflected in her classes. Jenn utilizes research-based practices that help all students find success. In addition to her work in the classroom, Jenn also serves on the Finance Committee of ACL. She holds a B.A. from the Louisiana Scholars’ College at Northwestern State University, and an M.A. from Indiana University. Connect with Jenn at magistraj.blogspot.com

The article “ Found in Translation: Engendering Inclusive and Conscientious Pronoun Pedagogy in Ancient Greek and Latin Language Classrooms” written by Michael Goyette and published in the Classical Journal in 2021, explores ways in which traditional pronoun pedagogy is at odds with evolving pronoun usage in English, and examines ways in which our practice can create an inclusive classroom, but also “stimulate conscientious, informed and impactful discussions of grammar, linguistics, translation theory, and ancient literature, myth and history.” IstartedtousetheCambridgeLatinCoursetextbooks,aLatinteacher,whonowteachesme,gotintouvhwithme,(myfamilyknowsher,)andshesuggestedusingtheJohnTaylortextbooks.I'vecertainlyfoundthembrilliant,becausetheycovealldifferentstagesoflearningLatin,frombeginnersandupwards,anditwantthroughthegrammarattherightpaceforme,althoughthatmightbedifferentforyou,I'mnotsure.Also,theyincludeagreatbalanceofexplainationsofnewinformation,practicesentencesandlongerpassages,(whichwillbeveryusefulwhenyoustarttodoliteratureaswell.)

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We can also stay aware of the potential outcomes for students when they are not safe and supported at school. Whether we have the personal experience of being trans or not, we know that a student’s ability to learn and perform at their best in school is tied to their feeling supported and included (not questioned or shamed) for who they are. The first thing we can do is to use non-gendered language when we have the opportunity. This requires us to examine common phrases that may have been “baked in” to how we interact with others, like “you guys,” “ladies and gentlemen,” and “boys and girls.” It’s sometimes said that New York is one of the biggest cities in Latin America. Latino people are its largest non-white ethnic group, constituting nearly a third of the city’s population — but this isn’t always evident at local museums, which have relatively limited Latin American art in their collections. ISLAA was founded in 2011 by Argentine entrepreneur and collector Ariel Aisiks and its recent loans have included “Simultaneity in Simultaneity”, a groundbreaking 1966 video installation by artist Marta Minujín, to the Museum of Modern Art, as well as support for the first major monograph on the work of Paraguayan painter and textile artist Feliciano Centurión. Over the past decade, ISLAA has also donated more than 500 works to museum collections across the US, all while continuing to acquire more.

To some readers, bringing attention to the gendered language we use may sound like common knowledge, and for some readers, it may feel like puzzling or uncharted territory. Some will ask why this matters, and it’s because we, as educators, care deeply about children and teenagers, and we strive to create classroom environments in which all of our students feel safe, supported and ready to learn. Salve!Firstofall,that'sawesomethatyou'redecidedtoteachyourselfLatin!It'ssouseful,contrarytowhatmanypeopleseemtobelieve,andyou'llreallyenjoyit! Despite these efforts, “We mostly operated behind the scenes for the first 10 years,” says Lucy Hunter, ISLAA’s executive director. “Ultimately, we took a look at what we do at universities and started thinking about how that work could translate to a wider audience.” ‘Florece mi corazón’ (‘My Heart Blooms’) (1994) by Feliciano CenturiónSwitching out those terms with non-gendered ones like “y’all,” “class,” “everyone,” “friends,” or “team” is hardly going to paint you as a revolutionary, but it still disrupts systems of misgendering and of erasing people with underrepresented genders. The gender style guide that is housed on Lupercal’s blog presents a framework for using inclusive language when speaking or writing Latin. The post is thoughtful, thorough, and presents explanations for the committee’s decisions on creating the style guide. I find this resource especially helpful if you have students who are interested in writing or speaking Latin and want to be gender-inclusive.