While much scholarly attention has been devoted to analyzing governments' attempts to determine ways of remembering or forgetting the past, little is known about how the politics of remembrance affect the process of reconciliation. To what extent does conflict remembrance actually influence the shaping of collective (national) identities? Does remembering the painful past lead to reconciliation? If not, what does it do? This article addresses these questions by reflecting on the author's experience of teaching multinational groups at her university in Japan, and discussing fraught issues relating to the Asia-Pacific War (including the “comfort women”) with her classes. Drawing on class observations and student essays from 2016 to 2019, she discusses the often conflicting narratives and identities that students bring to the university classroom and the pedagogical challenges involved in negotiating these. The paper illustrates how highly selective narratives of the national past (learnt at school or absorbed from the media) affect collective identity (the way we perceive the self versus the other), and discusses implications for East Asian reconciliation and peace.

Teaching ancient literature in translation is increasingly common across schools and universities; however, there has been limited discussion of pedagogical approaches towards, specifically, translated literature. I discuss the findings of a study conducted on first-year undergraduates at Oxford University, who analysed translations of the Iliad as part of a taught course. The publication of Wilson (2023) offers an opportunity to see how students respond to very recent translations. I explore the pitfalls students encounter when analysing poetry in translation and the ways educators, whether in high schools or universities, can help students negotiate these pitfalls and develop a more sophisticated understanding of literary translation. In particular, I discuss how a student’s level of familiarity with the Greek language affects the ways they analyse translations, and how educators can encourage students with little or no Greek to engage with translations successfully.

The place Generative AI (Gen AI) has within education and schooling has been subject to much scrutiny. Its ever-evolving and growing nature has left many educators and other stakeholders scrambling with questions about how to adapt its approach, methodology and place within the classroom. Gen AI has also been shown to have particularly efficacy in the area of Classical languages teaching. It also has challenges (Ross, 2023). The following paper explores a proactive approach to utilising Gen AI technology and programs within a Latin classroom NESA Stage 4-5/ MYP Years 1-3 in Australia (ages 11-16) (NESA: New South Wales Education Standards Authority. MYP: Middle Years Programme). It also develops some approaches to facilitate students’ reflection so as to improve their understanding of the uses and abuses of Gen AI platforms in their own learning.

What does it mean to teach and work in a corporate university with colonial roots, today? The on-going events in Palestine – what have been described by many specialists and international organizations as a genocidal campaign – have brought to the surface the historical undercurrents, the tensions and the contradictions of such an institution as a nested sensorial assemblage of actors, memories, affects and interests. Starting from the events that happened in the context of teaching an archaeology course on social justice while a student encampment was in place on campus, in the spring of 2024, I reflect on the materiality of protest, on teaching as a transgressive undertaking and on the retooling of colonial and decolonial structures to advance emancipation. In the midst of a rather dark moment, this is ultimately a hopeful reflection.

So much has been written about Frederick W. Lanchester over the years, it is hard to imagine finding something new to discuss about his efforts in aerodynamics. Many of the previous Lanchester Memorial Lectures discussed topics such as wing aerodynamics, aircraft concepts and design, unsteady rotor aerodynamics, aerodynamics research and a wide variety of other related aerodynamic topics. However, there has never been a lecture about Lanchester’s book Aerodynamics as a tool for aerodynamics education in the early 20th century. The lecture will discuss his book relative to other aerodynamics books before and after 1907, and uncover how Lanchester’s book had a very distinct, and important, contribution to make for aerodynamic education.

The Hobbesian problem of order has been central to international relations (IR) pedagogy. What are the political implications of this pedagogy? Giving students conceptual tools to understand world politics feels vital in this moment of anxiety about the erosion of the current international order. But some of the deepest threats to international order are rooted in a multiplicity of justice claims. IR's explanatory orientation, and the many biases underlying its anchoring concepts, limit our ability as educators to make sense of those threats in the language of the discipline. How do we teach IR, then, without socializing students into a problematic discipline that only reproduces the existing order? I propose that rather than jettison our disciplinary concepts and frames with their baked-in injustices, we can reorient our teaching about them. Drawing on history and mythology, I focus on the Westphalian myth that anchors IR's central question: Given states, how can international order be produced? I suggest another version of the myth that foregrounds how order and justice, the explanatory and the normative, are entangled all the way down. This revised Westphalian myth urges us to think of recognition of political units—a justice claim—as intrinsic to ordering decisions.

Before I started teacher training, my default approach to a story in a Latin textbook was to translate it into English. I assumed that this was how you best understood what was happening in the story, and how you showed that you understood. Although I had done other things as a learner myself, including comprehension exercises, my prevailing memory was of translation. Translation is a highly valued and prioritised skill, as seen in the weight given to it in examinations and assessments – though in my school placements I regularly see ‘translations’ that are near-incomprehensible ‘translationese’ rather than fluent English. This means that often after translating a sentence or passage – a very time-consuming activity – you can ask a student, ‘So, what does that mean? What's going on here?’ and that student will struggle to explain. I therefore wanted to investigate other ways to approach Latin stories. I will not claim that we were reading Latin in the truest sense of reading (left to right, at normal speed, comprehending the Latin in Latin and not needing recourse to English), but the three approaches we explored did engage with the texts without requiring literal English translation.

Edward Gordon Craig was a controversial and iconoclastic figure in the early twentieth-century British theatre. Underpinning his work as a director, designer, and essayist was a desire to secure obedience and loyalty from the people with whom he worked and to ensure that he was the unquestioned authority. Nowhere was this ambition clearer than in his School for the Art of the Theatre, which he ran in Florence from 1913 to 1914. This article draws on extensive archival research, providing a detailed examination of the School’s structure, organization, and curriculum and demonstrating the importance that Craig placed on discipline, which became the School’s governing principle. It contextualizes the School’s practice, discussing Craig’s work in and outside the theatre and his political views so as to consider why he prized discipline above all else. In particular, the article reveals, for the first time, his intense misogyny and celebration of fascism in the 1920s and 1930s, and shows how this informed his school scheme and was informed by it.

This paper reflects on a project-based curriculum employing constructed languages to teach linguistics, with a focus on phonology. In a special topics linguistics course, nine students were led through the construction of a language. While students in introductory linguistics courses sometimes struggle with phonology, active engagement with a semester-long language construction project endowed these students with the practical motivation to understand (1) what phonology is, (2) how phonological rules work, and (3) why rules surface in the first place. They readily captured generalizations based on natural classes of sounds, recognizing the systematicity of their constructed phonology. Student performance and engagement in this course support the use of constructed languages as a pedagogical tool in linguistics. Because an ongoing project builds in problem-solving opportunities and processual thinking, highlighting relationships among key concepts, students achieve a more comprehensive understanding of core areas in the broader linguistic picture.