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

Module code: CL3RA

Module provider: Classics; School of Humanities

Credits: 20

Level: Level 3 (Honours)

When you'll be taught: Semester 1

Module convenor: Dr Samuel Agbamu, email: s.agbamu@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: Yes

Talis reading list: Yes

Last updated: 21 May 2024

Overview

Module aims and purpose

The aims of the module are 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’.

Race is frequently theorised as a modern concept and racism a modern phenomenon. This module challenges such theorisations by exploring representations of racial and ethnic otherness in Greek and Latin texts, supported by visual material, and considering how these classical representations shape modern ideas around ‘race’.  

Module learning outcomes

By the end of the module, it is expected that 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 late antiquity; 
3. Engage with problems of translating ancient representations of racial otherness into modern discourses of ‘race’; 
4. Consider the impact of classical texts on ideologies of modern racism;
5. Evaluate scholarship on ‘race’ in classical antiquity, using methodological frameworks grounded in Premodern Critical Race Studies. 

Module 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.  

Structure

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). 

Lectures will deliver key historical context and outline core concepts around race and ethnicity. There will also be frequent built-in opportunities for structured discussion and activities in lectures.  

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. 

Study hours

At least 20 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

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

Assessments with numerical marks

• 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 three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/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.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Throughout the module there are frequent learning checks (e.g. key concept check; recapping previous week’s content) .

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. 

Reassessment

Additional costs