Abstract
This chapter offers an examination of Greek and Roman myths in the context of university-level teaching with a focus on Gender-Based Violence (GBV) prevention. The aims can be summarized as follows: providing a sufficient methodological framework through which open the analysis of myths to critical approaches and proposing techniques and ways of interlacing these critical approaches in the classroom. Consequently, mythology as a group of discourses will be examined to identify the qualities of myth as a powerful means of reification for cultural practices from a semiotic approach. Furthermore, a series of in-class experiences will be provided, preceded by an analysis of the concept of GBV and its application in the context of Greek and Roman mythology, its tradition and its reception through the ages.
TopIntroduction
The study of the Ancient World, namely Greek and Roman mythology, stands as a bridge connecting the past with the present, offering profound insights into the intricate tapestry of the Classical traditions and receptions in our cultures. Beyond being tales of gods and heroes that served for the purpose of identifying the ancient communities and their shared cultural values, these myths serve as conduits of discourse, not only encapsulating the ethos, values, and societal constructs of the remote past, but also reinforcing contemporary values and social structures. This chapter embarks on a comprehensive journey within ancient mythology to delve into the intersections with contemporary issues, particularly the pervasive presence of Gender-Based Violence (GBV) in the classical stories of Rome and Greece that nowadays form a cultural canon in any Humanities class.
Ancient Greek and Roman mythology, with its narratives cherished throughout History, serves as a captivating lens through which students can explore the multifaceted aspects of human existence. As we traverse the corridors of the Classical Tradition, the focus extends beyond the surface-level tales, prompting a critical examination of myths as intricate forms of discourse. These narratives are not isolated entities but rather complex expressions that mirror the collective consciousness, moral quandaries, and societal norms of their respective cultures. Furthermore, they transcended the boundaries of the ancient societies, as they became cultural contents to be imitated or used as arguments for or against particular values and structures.
Deconstructing the layers of discourse embedded within these myths is a crucial academic endeavour. By viewing myths as dynamic communicative tools, students can discern the nuanced dialogues that shaped the ancient worldview and also became tools for shaping the following eras. The analysis of mythological discourse unveils the moral and ethical underpinnings that guided ancient societies, providing a foundation for understanding cultural identity, historical perspectives and the progression of culture.
Moreover, the Classical Tradition extends, as said, beyond the boundaries of Antiquity to embrace the contemporary classroom. Reinterpreting mythology considering present-day issues transforms these ancient narratives into living dialogues that resonate with the challenges and complexities of the contemporary world. This interdisciplinary approach not only enriches the field of Classical Studies but also fosters critical thinking skills, encouraging students to draw connections between the past and the present.
Transitioning seamlessly into the contemporary landscape, the discourse expands to encompass GBV, a pervasive issue within the classical world. In the background of Spanish university-level education, our exploration acknowledges the challenges faced by the discipline while underscoring the relevance of introducing transversal contents into the teaching process. The intersection of mythology and GBV provides students with a perspective that will help them navigate the complexities of power dynamics, and the historical roots of GBV culturally speaking.
Guiding students through these conversations requires a pedagogical approach that considers the sensitivity of the topic. Our experiences in university-level teaching reveal the importance of creating a safe space for open dialogue, allowing students to engage critically with the material. With academic rigor sufficient to approach the topic, educators can facilitate a nuanced exploration of GBV and mythology, helping students decipher the implications of cultural symbols for contemporary society.
As the researchers proceed on the topics of this paper, the study of ancient mythology as discourse and its contemporary relevance provides readers and scholars with unvaluable material towards a deeper understanding of how our culture was shaped by its controlling powers. Students will not only enrich their understanding of the Classical Tradition but also equip themselves with the tools to dissect and contribute to discussions on pressing societal issues with a perspective ranging longer that the scope of a few decades. A journey through time and discourse that bridges Antiquity with the present turns out to be of extraordinary value for the pursuit of knowledge and awareness about the consequences of violence (GBV in this case) being legitimised by culture.
Key Terms in this Chapter
Cooperative Learning: A pedagogical approach that puts the focus of the teaching and learning process in developing a notion of cooperation in the students. Cooperative techniques emphasise teamwork and collaboration in order to achieve general goals, rather than individual benefits.
Feminised Genders: From the perspective of queer studies, gender and sex are both social constructs that respond to a social division originated in the distribution of labour and the economy of production in two main genders: masculine and feminine. As such, the masculine gender corresponds to the highest hierarchy, whereas anything else can be subject to feminisation and assume a passive stance. This concept allows a methodological analysis that includes cis and trans women, non-binary people, and de-masculinised cis and trans men.
Mythical Discourse: It refers to the methodological framework that considers myths as a text, and therefore susceptible to changes according to the producer of the discourse, as complying to circumstantial characteristics, such as the cultural context.
Classical Reception: It is the counterpart of the Classical Tradition, encompassing the studies that reflect on how the Greco-Roman culture is reinterpreted, reimagined, and retold.
Classical Tradition: It refers to the processes through which the Greco-Roman material and immaterial culture has been transmitted throughout History (conservation, edition, etc.).
Critical Approaches to Classics: Any critical approach to Classics proposes methodological procedures that challenge colonising and hierarchical structures based on the presumption that the Greco-Roman culture is inherently superior to any other culture.
Experiential Learning: It refers to a pedagogical approach based on the use of direct experience in learning. Experiential learning techniques rely on making learners confront real or nearly real situations.