Transactions of the American Philological Association最新文献_第3页

Doublespeak in Ancient Greek and Modern Ethiopian Satire 古希腊和现代埃塞俄比亚讽刺诗中的双关语

IF 0.4 1区历史学

Transactions of the American Philological Association Pub Date : 2024-04-26 DOI: 10.1353/apa.2024.a925501

Sarah Derbew

引用次数: 0

Too Much Is Too Much? Κόρος in Ancient Criticism and the Poetics of Scale 太多就是太多?Κόρος《古代批评与尺度诗学》

IF 0.4 1区历史学

Transactions of the American Philological Association Pub Date : 2023-11-30 DOI: 10.1353/apa.2023.a913467

Jonas Grethlein

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Editors' Note 编者注

IF 0.4 1区历史学

Transactions of the American Philological Association Pub Date : 2023-11-30 DOI: 10.1353/apa.2023.a913458

{"title":"Editors' Note","authors":"","doi":"10.1353/apa.2023.a913458","DOIUrl":"https://doi.org/10.1353/apa.2023.a913458","url":null,"abstract":"In lieu of an abstract, here is a brief excerpt of the content:\u0000 <ul> <li> Editors' Note </li> </ul> this fall 2023 issue of TAPA brings some familiar sections and some new features. As is the custom at TAPA, our Fall issue contains Matthew Santirocco's Presidential Address, originally delivered at the 2023 SCS Annual Meeting in New Orleans. Paragraphoi, following the model of our section \"Classics After Covid\" (Spring 2022), continue to be dedicated to issues of broad disciplinary relevance. Almost a year ago, we invited TAPA Associate Editors to suggest themes for Paragraphoi, and Catherine Conybeare proposed a section that would address the themes of rupture and return from a variety of perspectives, focusing especially on graduate students, early-career, and minoritized members of the discipline. \"Rupture and Return,\" conceived, curated, and edited by Catherine Conybeare, offers a multi-generational assessment of pressing issues affecting our community filtered through the very personal views and experiences of a diverse group of authors. In addressing questions of community, inclusion, and identity, the Paragraphoi in this issue look forward to TAPA's upcoming special issue \"Race and Racism: Beyond the Spectacular\", edited by Sasha-Mae Eccleston and Patrice Rankine, and scheduled for Spring 2024. Finally, we are proud to highlight two exciting pieces on the pedagogy of classical language (Colin Shelton's \"What skills do students need for upper division Latin?\" and Tom Keeline and Tyler Kirby's \"Latin Vocabulary and Reading Latin: Challenges and Opportunities\"). Pedagogy research has not typically been a focus of TAPA, but given the role that teaching plays in the lives of most members of the field – and its critical importance in ensuring the field's future – we are pleased to spotlight some of the valuable research into this area. While we continue to learn from specialized journals dedicated to classical pedagogy and from the long-standing investment of colleagues in this area of research and practice, we hope that TAPA too will become a venue for debates about pedagogy, including but not limited to language teaching. [End Page vii] Copyright © 2023 Society for Classical Studies ... ","PeriodicalId":46223,"journal":{"name":"Transactions of the American Philological Association","volume":"20 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138516324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Rupture and Return: Hierarchy and Pedagogy 断裂与回归:等级与教育学

IF 0.4 1区历史学

Transactions of the American Philological Association Pub Date : 2023-11-30 DOI: 10.1353/apa.2023.a913461

Amy Pistone

{"title":"Rupture and Return: Hierarchy and Pedagogy","authors":"Amy Pistone","doi":"10.1353/apa.2023.a913461","DOIUrl":"https://doi.org/10.1353/apa.2023.a913461","url":null,"abstract":"In lieu of an abstract, here is a brief excerpt of the content:\u0000 <ul> <li> Rupture and Return:Hierarchy and Pedagogy </li> <li> Amy Pistone </li> </ul> as we are all acutely aware, the effects of the COVID-19 pandemic have been catastrophic on a variety of fronts. Thinking about both rupture and return, however, I want to reflect on both what was lost and what was gained. To begin, I focus my comments about rupture on the ways that very real harm was done to and by members of the field, in ways that I suspect have gone unnoticed by many of the perpetrators of harm and, as a result, cannot easily be mended. In terms of return, I offer some thoughts on the adjustments to our teaching, often necessitated by the crises we found ourselves in, that we want to keep, if in modified form, as we return to this new normal. Starting at the ruptures on the level of the school or university, we all saw a lot about our institutions laid bare. That is not to say that the ideologies and priorities in play were not there before the pandemic, but the pandemic has been a stress test of institutions in so many ways. It became abundantly clear that some institutions think of their employees as expendable frontline workers in the fight to turn a profit. Some schools trusted instructors to make the best decisions for themselves and their students while others issued demands that classes meet in person, health concerns be damned. We all saw, in different ways, how our institutions balanced their ostensible missions and values against a model that treats students as customers. When faced with the myriad ways that compassion and efficiency came into conflict over the past several years, which people and institutions were willing to take a stand for compassion? Far too many instructors had no one shielding them from the political pressures to surveil and discipline students, to adopt flexible or (heaven forbid!) less \"rigorous\" forms of assessment, to demand forms of attendance and engagement that ignored the cascading crises we were facing. Many institutions have a great deal of work ahead of them to earn back the trust that was shattered, and some wounds have yet to heal—and may never do so. [End Page 307] In terms of the specifics of our discipline, the ruptures have a slightly different character. There are many structural issues, centered around the choices made by professional organizations, that continue to impact members of the field today. In particular, I am thinking about the conferences and other events hosted by professional organizations and the investment of money, time, and labor that went into making (some) events accessible for everyone. We also saw which conferences were (and are) unwilling to do so—implicitly telling swaths of our field that their participation was optional. Throughout this process, we saw that steps ","PeriodicalId":46223,"journal":{"name":"Transactions of the American Philological Association","volume":"46 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138516330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Let Me Know When You Get Home Safe 安全到家后告诉我一声

IF 0.4 1区历史学

Transactions of the American Philological Association Pub Date : 2023-11-30 DOI: 10.1353/apa.2023.a913466

Olivia Hopewell, Emily Aguilar

{"title":"Let Me Know When You Get Home Safe","authors":"Olivia Hopewell, Emily Aguilar","doi":"10.1353/apa.2023.a913466","DOIUrl":"https://doi.org/10.1353/apa.2023.a913466","url":null,"abstract":"In lieu of an abstract, here is a brief excerpt of the content:\u0000 <ul> <li> Let Me Know When You Get Home Safe </li> <li> Olivia Hopewell and Emily Aguilar </li> </ul> oh. emily and i are writing this in the summer of 2023 as recent alumnae of Bryn Mawr College's graduate program in Greek, Latin, and Classical Studies. When Catherine approached us to contribute to this \"Rupture and Return\" issue, we jumped at the opportunity to reflect on our experiences of the past few years in a thoughtful and rather personal manner—and among such an impressive group of contributors. Under the issue's theme, we were asked to describe our experiences as students during the pandemic, start to \"finish.\" We are exploring the rupture and return of this rather unique coincidence of campus closure and social redefinition, of being white Classicists during a time of disciplinary and nationwide reckoning with anti-Blackness and white supremacy. We have both spent significant time since 2020 formulating and reformulating our thoughts on these topics, particularly through our co-foundation of a student-activism group called Students Promoting Equity in Archaeology and Classics (SPEAC), but also simply through our individual ways of coping with this period. These two aspects of our pandemic lives—working with this anti-racist collective and growing as selves—in many ways feel like the throughlines of the last three years, so we have decided to structure our thoughts accordingly: How have we experienced rupture and return as students working with SPEAC? How have we as selves? A few months have passed since that initial conversation with Catherine. I have submitted my doctoral dissertation, Emily her master's thesis, and we are navigating living together for the first time in a new town. Since graduation, we have been in a surreal, atemporal haze of uncertainty and bliss and summer. What I am trying to say here is that it is been a while since we first developed our approach to this prompt, and I have had entirely too much time to think and overthink, landing myself in that familiar existential loop [End Page 355] that makes writing near impossible for two huge reasons: first, my relationship to SPEAC is different now; and second, my thoughts on the nature of the self are developing always. To that first point, the more I try to summarize the role of SPEAC in my experience of the pandemic, the more daunting the task feels because, frankly, my feelings surrounding the group are complex, and while I want to be honest about those feelings, I fear that what I write will fail to explain my intentions. I am conflict averse, so describing any disappointment in our work with SPEAC feels dangerously close to self-aggrandizement and conceit. I am also fully aware that discussing an anti-racism group as a privileged white girl too easily reads like a white savior martyr n","PeriodicalId":46223,"journal":{"name":"Transactions of the American Philological Association","volume":"43 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138516366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

List of Abbreviations 缩略语一览表

IF 0.4 1区历史学

Transactions of the American Philological Association Pub Date : 2023-11-30 DOI: 10.1353/apa.2023.a913457

引用次数: 0

Becoming the Octopus: Three Variations on a Metaphor 成为章鱼:一个隐喻的三种变体

IF 0.4 1区历史学

Transactions of the American Philological Association Pub Date : 2023-11-30 DOI: 10.1353/apa.2023.a913462

Martina Astrid Rodda

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引用次数: 0

Working in the Dark: Service and the Path to Return 在黑暗中工作:服务与回归之路

IF 0.4 1区历史学

Transactions of the American Philological Association Pub Date : 2023-11-30 DOI: 10.1353/apa.2023.a913463

Suzanne Lye

{"title":"Working in the Dark: Service and the Path to Return","authors":"Suzanne Lye","doi":"10.1353/apa.2023.a913463","DOIUrl":"https://doi.org/10.1353/apa.2023.a913463","url":null,"abstract":"In lieu of an abstract, here is a brief excerpt of the content:\u0000 <ul> <li> Working in the Dark:Service and the Path to Return </li> <li> Suzanne Lye </li> </ul> <blockquote> Ring the bells that still can ringForget your perfect offeringThere is a crack, a crack in everythingThat's how the light gets in. —Leonard Cohen, Anthem </blockquote> when i was asked to write an essay on the theme of \"Rupture and Return,\" my first reactions were a mix of excitement, confusion, anger, curiosity, gratitude, and—finally—hope. I could not get my head around what expectations a title like \"Rupture and Return\" might mean for someone like me, who has experienced not one but many ruptures over the past few years, which long predate the COVID-19 pandemic. I questioned what people think they might be returning to with eyes newly opened to the difficulties, indignities, and pain many in the academy have long endured. I also questioned whether anyone wants a return to the pre-pandemic status quo. At this point in time, \"repair\" and \"reset\" rather than \"return\" more naturally flow off my tongue after the word \"rupture,\" and I want to propose them as alternatives toward which we might set our sights as we contemplate the idea of return. In this essay, I discuss how I believe we can use service as a form of self-care to make our field a platform on which more people can thrive. I start by explaining why I believe a return is unlikely, undesirable, and impossible. I then share observations on how certain types of individual and collective repair might help us reset our collective trajectory. Finally, using my experiences as a leader and volunteer in service organizations such as the Women's Classical Caucus (WCC), I suggest specific steps for building a practice of service that is personalized, effective, and sustainable, not only for the field but also for us as individuals. [End Page 325] <h2>no turning back</h2> First of all, I think we should abandon the idea that we are able to return to a pre-pandemic world. One reason is that we now live in a world wounded by the collective trauma of the pandemic, with new strains of COVID-19 continuing to surge. Even if this were not the case, desiring a return would be a very conservative stance because it would call for reinstating a status quo that served few, in which even the \"winners\" in the hierarchy—senior scholars, permanently employed instructors, tenured professors, charismatic administrators, etc.—seemed unhappy and anxious most of the time, transmitting this vibe along with well-intentioned but sometimes ill-suited advice and caveats to those still struggling to get their footing on the ladder. Even before the pandemic, there were many dire statistics and sad anecdotes about life in academia that we","PeriodicalId":46223,"journal":{"name":"Transactions of the American Philological Association","volume":"18 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138516337","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Immigrant Muse: Sapphic Fragmentation in Theresa Hak Kyung Cha's Dictée, Hoa Nguyen's "After Sappho," and Vi Khi Nao's "Sapphở" 移民缪斯:《莎菲》、《萨福之后》、《萨福》中的萨菲碎片化

IF 0.4 1区历史学

Transactions of the American Philological Association Pub Date : 2023-11-30 DOI: 10.1353/apa.2023.a913471

Christopher Waldo

引用次数: 0

What Skills Do Students Need for Upper-Division Latin? 学习高级拉丁语学生需要哪些技能?

IF 0.4 1区历史学

Transactions of the American Philological Association Pub Date : 2023-11-30 DOI: 10.1353/apa.2023.a913473

Colin Shelton

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