Decolonial Approaches to the Ancient World in Primary School Contexts and Beyond – Opportunities and Challenges

At the 2025 Classical Association Conference at St. Andrews, the Inclusive Classics Initiative hosted a panel exploring decolonial approaches to teaching the ancient world, with a focus on primary school contexts. While debates around access and inclusivity in Classical Studies have gained momentum in recent years, primary education often receives less attention than secondary or higher education. This event sought to redress that imbalance by bringing together educators and researchers committed to diversifying and decolonising the teaching of antiquity for younger learners.

The panel began situated its discussion within recent scholarship that questions the racial and cultural exclusivity of the discipline. Drawing on Critical Muslim Studies, participants examined how the conceptual boundaries of “the classical” have historically excluded or opposed non-European identities and belief systems. The discussion highlighted the challenges faced by schools serving majority-Muslim communities, where Classical narratives can implicitly position “the Muslim” as the antithesis of the classical world.

Speakers reflected on how a genuinely inclusive and decolonial Classics curriculum could empower primary pupils to see themselves within the material they study. Framed by Tuck and Yang’s (2012) warning that “decolonisation is not a metaphor,” the session considered how pedagogy can work to undo colonial hierarchies and reframe the ancient world as a space of diverse exchange rather than a cradle of Western exceptionalism.

The first presentation, by Charlie Andrew, showcased her educational outreach work through two major projects. Firing London’s Imagination (FLI), a National Lottery-funded initiative, restored a 1st-century Romano-British kiln in Highgate Wood and developed inclusive outreach activities for schools and communities. A second project, supported by Untold Edmonton, introduced Key Stage 2 pupils to Ottoman history and music through a six-week creative programme, demonstrating how ancient cultures beyond Greece and Rome can be effectively taught through artistic collaboration.

Next, Sam Kiely shared his experience of developing a decolonised Roman and Greek history curriculum at Katesgrove Primary School. Collaborating with ICI’s Dr Sam Agbamu (University of Reading), Kiely’s work encouraged pupils to explore themes of empire, diversity, and power in the ancient world, while critically questioning narratives of European superiority. His presentation emphasised the value of dialogue between higher education and primary practitioners in
shaping a Classics education that reflects the diversity of modern Britain.

The third paper, by Jonny Walker and Farzana Hussain, reflected on The Iliad Project, which has reached more than 3,000 pupils across East London. Combining creative arts with ancient storytelling, the project enabled students to engage deeply with mythological material while exploring issues of power, class, gender, and religion. Walker and Hussain argued that such projects are essential to anti-racist education, using ancient narratives not as relics of elite culture but as tools for critical reflection and empowerment.

The panel closed with Dr Marchella Ward (Open University), who offered reflections on the ongoing challenges and opportunities of decolonial approaches within Classics. Ward, whose work underpinned the rationale of the panel, reiterated the importance of questioning the very foundations of the discipline.