FROM FOREIGNERS TO CITIZENS: CONCEPTUALISING STUDENTS’ ENTRY INTO DISCIPLINARY COMMUNITIES OF PRACTICE
AbstractThe discipline of Classics, like most other disciplines in Higher Education contexts, faces numerous challenges related to changed national and international expectations. This article argues that in order to meet these challenges the discipline needs to reflect on its activities and teaching practices in a structured and deliberate way. Such reflection can be facilitated by theoretical frameworks designed in education research. We present one such framework, the “Communities of practice” as designed by Wenger (1998) and show how the framework can be employed, at a theoretical level, to conceptualise the challenges facing the discipline as well as to enhance teaching practices in an undergraduate Greek class, through an institutionally supported project. By applying this framework educators can assist students both in preparing for their careers as well as in engaging with their studies.
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