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  PG Supervisors'    Workshop
  Teaching Classical Reception

Summary of Supervisors in Reception Studies ' Meeting 12 April 2006

This meeting was held in the context of the ICS workshops in Reception Studies (October-November 2005) and the Colloquium (22nd March 2006). It was a collaboration between the Institute of Classical Studies , the CRSN Network and the Subject Centre for Classics.

Aim : To open-up discussion about the problems and priorities of supervising students working in the field of Classical Reception and to offer perspectives on setting up an agenda as the next step.

List of Attendees :

Introduction: Lorna Hardwick

The importance for supervisors and students of framing the most basic research questions (such as What? How? and Why?) and of considering the implications of the research for both ancient and modern

• LH developed her research in Reception Studies only after earlier work in ancient cultural history. She attributes her interest in Reception Studies to her u/g studies at Sussex University which had a trans-disciplinary Arts curriculum. All students studied classical texts in the first year. Scholars and students working on Reception Studies come from a wide variety of academic backgrounds. It is true to say that all researchers in the field have to have more than usual willingness and aptitude for continuous learning and reflection. The current cohort of doctoral students is probably the first to have systematically developed this interest from the beginning of their research.
• the interrelationship of Texts and Contexts must be constantly under review when working in Reception Studies.
• Reception Studies deals with intersections of fields (points of contact). This presents the researcher with a particular set of problems. For example LH's research has led her into working with living writers, to conduct interviews and to search in theatrical archives (not research skills that she had the opportunity to develop as an ancient historian). Living writers and directors can be participants in conferences, so researchers are faced with a challenge to their objectivity as well as the chance to gather new evidence.
• Current theoretical frameworks are not wholly satisfactory, so researchers working in Reception Studies must also look at work being done in other disciplines and to try to set up better explanatory frameworks.
• Currently Reception Studies is mostly taught at postgraduate level, although it also plays a significant role in Access and preliminary u/g work, where it has proven capacity to attract students who have not previously studied classical subjects. Now that more u/g courses are being developed there are implications for degree structures (in terms of range of content and conceptual approaches). There is a growing need for lecturers with expertise in the field.
• There are many different ideas about what Reception Studies is, so longer discussion periods are needed in the early stages of graduate student supervision so that students can think through their approach and its implications.
• It is part the role of the supervisor to examine the feasibility of a research project in Reception Studies when a prospective student approaches them with an idea , both in terms of the availability of evidence and the student's capacity to work with it. This is the case with any type of p/g project but in the case of reception studies we also have to assess the potential of the student to 'grow' new skills and abilities they may not yet have had the chance to develop.
• Working in Reception Studies makes big intellectual demands on students. They need to learn a lot of new skills because they have to engage with different disciplines.
• One possible solution is collaborative supervision with a member of staff from another discipline. This brings with it its own special set of problems.
• Career opportunities for students with Reception Studies doctorates who want to become professional academics are a key issue. There is some evidence they may have difficulties in getting their first permanent academic jobs (they may be perceived as insufficiently classical in training, or - by other departments - as too 'classical'). Supervisors have a difficult task in advising them and yet such graduates would be ideal for teaching Classical Studies and for other curriculum innovations. There has been a considerable increase in the possibilities for publication of research on Reception Studies with leading classical publishers and journals but this still needs to become better aligned with conventional career structures.
• There is well-developed research in reception studies in other disciplines. Is Classical Reception Studies distinctive? If so, in what respects? What can we learn from other subjects and what can we contribute to their work?

Maria Wyke : The example of Classics and Popular Culture

• The issue of the study of Popular Culture within Reception Studies. Which academic community does a researcher address? The Classics or Cultural Studies academic community? Students should address both .
• Traditional Classicists do not recognise the value of this use of antiquity. Popular culture is seen as highly superficial and therefore irrelevant.
• Unlike the Classical Tradition, reception studies recognises that there may be no direct relationship to antiquity. It is a very mediated relationship.
• A Classics student working on Popular Culture is risking their future career. Classicists might not appreciate what they are trying to achieve and Cultural Studies scholars might see them as amateurish.
• Cultural Studies scholarship has its own methodologies, but Classicists can bring a unique perspective - for example the value of original archival research in production details. Classics students can benefit from the importance Cultural Studies places on sociology and interview methodology.
• MA in Reception Studies needed as a training ground for research. This should be an integrated programme where students can get a grounding in reception studies upon which they can build .
• The two supervisors' idea would be hard to implement in Popular Culture as having one supervisor in Classics and one in Cultural Studies would be very difficult. How would students find a job afterwards?

Catharine Edwards: The Needs of Supervisors

• There is currently no professional training for supervisors of students working in Reception Studies. There are many common problems, but there are also a lot of differences.
• The range of research that is possible in this field is vast. Where does the supervisor start? There is a sense of anxiety among colleagues. What procedures should be in place to supervise students working in this field?
• How do students market themselves afterwards? The RAE does cover Reception Studies but the appointment committees tend to be conservative.
• Reception Studies is popular with undergraduates.
• For many mature students (such as the majority of those at Birkbeck), an academic career is not their final goal. In the case of younger students who do intend to pursue an academic career it is of the utmost importance that supervisors and students consider from the outset how their research topics will equip them to market themselves as potential teachers/researchers to different academic departments.

Comment from Lorna Hardwick:

• When working in Reception Studies we do not only study the receiving culture. Detailed studies of the relationship between the ancient and the modern are needed (eg modes of mediation; temporality; language and translation; crossing genres).
• Nevertheless, Reception Studies challenges the traditional concept of 'the Classical'. It also challenges some aspects of classics as a discipline (eg constructions of meaning) and therefore has implications for how classics is practised at all levels.
• Reception Studies has become more influential, partly because of the interesting work that is being done in the field.
• The wider public's perception of antiquity is flawed, but Reception Studies can help to clarify this by studying the processes and impact of transmission, appropriations and rewritings.
• If Reception Studies becomes more integrated into undergraduate degrees, this might also help the careers of graduates in Reception Studies.
• Although many classicists welcome the increased interest and profile that Reception research brings, there is some anxiety that Classics will lose out to Reception Studies and traditional Classics will disappear. Much of this anxiety could be overcome with better communication between all those involved. Reception research actually promotes study of ancient languages, literature, history, ideas and material culture (including those of the ancient near-east and north-Africa). It also stimulates critical thinking about the practices and paradigms of scholarship. This is of benefit to all those working in classical subjects.

General Discussion:

• Classics should become more integrated with other disciplines. Classics is part of a wider Humanities family. Classicists should think about and discuss why they are doing Classics. This will make the Classics community more vibrant.
• Reception Studies students should engage with a variety of disciplines.
• For example an existential reading of Classics could be a very useful tool.
• An example of a vibrant research student being restrained by a supervisor worried about the student's career prospects.
• What risks are we willing to take?
• It is appropriate to have reception studies students challenging Classics as a discipline. It ensures the health of the discipline. Disciplines need to be challenged.
• The best type of research is that done across disciplines. Barriers should not be accepted.
• We need to make changes to the system to address the problem of graduates in Reception Studies not being able to find a job.
• Classics has become more self-aware because of Reception Studies.
• An MA in Reception Studies in needed. The question "What is Classics" should be addressed.
• Classics as a discipline needs to be transparent about what it does. Students need to know what they are letting themselves in for.
• Classics is open-minded to a outsiders. English Departments might be in a similar position to Classics. Classics and English could collaborate.
• Classics must forge links with other disciplines.
• English Departments can be approached for joint supervisions with Classics.
• French Literature Departments also a possibility.
• It is an aesthetic valuation question. For example Greek Drama is considered more important than Popular Culture because the student has to use ancient Greek.
• Useful parallels with Music which faced similar problems. Musicology has accepted and integrated reception.
• Contextualisation is the order of the day. Reception is accepted now but more theoretical models are needed.

LUNCH

Discussion themes in 3 groups

1. What is Classical Reception? Can it be defined?
2. The role of the supervisor in Reception Studies.
3. What methods/rigour is needed at BA level?
4. Using the web
5. Academic Jobs?
6. Assumptions about language competence
7. MA/Mlitt Skills. Independent learning?
8. Durability of the Ancient World?

Plenary Discussion :

Group 1 Report

• The problems of using web based resources: they are ephemeral. What about archiving the material and making it public later? Issues of copyright.
• The issue of students using the web without any supervision: interesting but dangerous. It is important to teach the students how to use this material.
• The role of the supervisor is to provide frameworks.
• Should training be centralised or regional?
• University's graduate training programmes; how can reception feed into these?
• The importance of learning languages.
• What is an MA about? Is it training for a PhD only?
• Students working in Reception Studies come from different backgrounds.
• What does Reception mean to students from overseas? Their particular needs.

[Note :The CIRCE initiative, a European project, is an assembly of links to Classical resources ('Empowering Classics Teachers with Technology'). Is this useful to lecturers and students? It is being launched soon and a Handbook will be available ( www.circe.be ).]

Group 2 Report

• Reception Studies should become part of BA courses. Reception Studies PhDs could be appointed to run these new courses.
• We should not be apologising for Reception Studies. It is a major player in cultural life and it the reason why many students undertake research projects in Classics.

Group 3 Report

• Research skills must be taught at MA level. Research methods courses are essential as is the need to take a Classical language class.
• There should be a core element with a Reception Studies pathway
• There should be a balance between Reception Studies theory and examples of practise. The examples should come first and the theoretical reading later.
• Language learning is a key issue. Nationally organised workshops should be organised with contributions from teaching talent from a variety of different universities.
• Reception should be built in at BA level: history of scholarship modules targeted at reception theory.

Current Initiatives

• The CRSN network has applied for funding to continue the Reception Studies workshops.
• What did the students think about the workshops? Report to follow.
• A national level plan for the future of Reception Studies.
• The Subject Centre for Classics (part of the Higher Education Academy) is setting up networks. Its remit is mainly for u/g and MA teaching and learning but we should recognise the overlaps with research supervision.
• Getting scholars from other disciplines together with Classicists. It is important to learn from other disciplines. A starting point is needed to draw people together. A theme like Oedipus for example could bring in people from many disciplines for a fruitful exchange of ideas. Local level initiatives are needed. It is easier to make contacts at a personal level.

Future initiatives

• Summer schools in ancient languages: National Graduate Programme crash courses to help graduates acquire the Classical languages faster. This is something that the Subject Centre for Classics is looking into - 6-week programmes in the ancient languages based upon the American model of intensive language courses. Non-Classicists would also be welcome.
• The Subject Centre is updating its website and it is offering small grants to facilitate teaching and learning. The deadline is the 15th of June for the generic type grants.
• The possibility of setting up a basic on-line Reception Studies Bibliography.

[Note : the Classical Reception Studies Network (a collaboration between 8 universities with research projects in the field) has applied for AHRC Network funding for a two year programme of research - orientated workshops, open to all, with targeted provision for p/gs. CRSN also aims to extend participation to those working in other disciplines and to members from overseas. The result of the application is expected in June. A notice will be put on the CRSN website, the Classics Subject Centre website and the Classicists email list. The CRSN steering group will liaise with the Classics Subject Centre to ensure that issues of u'g teaching can also be addressed. If the application to the AHRC is not successful we will think again about how best to carry out the priorities - is clear that in any case the best way forward is through collaboration.]

Anastasia Bakogianni
Institute of Classical Studies
July 2006