This volume, part of a series on Classics teaching from Routledge, presents seven chapters on innovative teaching practice of Classics subjects in England.  They range from teaching Latin in primary schools and in a disadvantaged area, to the use of Classical subject areas to promote inclusivity and finally to examine the role of museums in reaching out to communities.  Classics teaching in the United Kingdom is often linked to discussions of class and privilege, and of Independent and state schools.  These accounts are firmly placed in the context of Classics for state school pupils, and of teaching for ethnic minorities, those with English as an additional language, those in disadvantaged areas, and also of inclusivity and of contested collections in museums.  Along with Evelien Bracke’s Classics at Primary School (in the same series and reviewed for Euroclassica) this book forms part of a growing move to extend Classics teaching beyond its traditional base.  For teachers of Classics in other European countries, these accounts will provide an insight into the flexibility of Classical Studies and how they can adapt to new and changing social circumstances.  The book provides examples of how pedagogical practice can evolve according to the demands of the society it serves, and there are many similar developing demands in all European countries.  Perhaps a modern Classics, with its appeal to a traditional base, can serve as a bridge between a more conservative approach to education and a more radical and progressive one.  The topics outlined here include Peter Wright’s account of teaching Latin in Blackpool, a disadvantaged seaside town in the north-west of England, and Anna Bloor’s (with Meghan McCabe and Arlene Holmes-Henderson) of using mythology to teach English as an additional language (to pupils who arrive at school who arrive at school without English).  These are non-traditional sets of pupils for Classical subjects and these chapters show how engaged teachers can set up such initiatives with success.  Anna McOmish presents the case for Ancient History to promote inclusiveness among a diverse population in schools by appealing to a broader range of heritage and experience than the traditional history curriculum.  By its remoteness and lack of immediate contemporary relevance, where classes coming from different heritages approach the subject matter on an equal basis, study of the ancient world can give everyone a chance to get involved in a balanced way.  Museum education has developed rapidly in recent years and schools in many countries are forming links with their local museums to integrate their resources into their teaching.  Susanne Turner presents a case study of the connections formed between communities and the Cambridge Museum of Classical Archaeology.  Emma Payne and Laura Gibson present a project about contested museum collection items in which pupils, through replicas, are involved in the discussion about objects which are subject to debate about restitution to their original countries.  Not all of these are from the classical world and the arguments are presented in an abbreviated manner (the case of the Australian Aboriginal shield discussed, for example, may not be quite as straightforward as it appears, according to recent research), but this is a good way of involving a diverse range of pupils in the collections of museums.  Arlene Holmes-Henderson has put together these case-studies of a wide range of innovative and focused pedagogical practice in such a way as to make a coherent whole.  European Classics teachers will find lots here to consider about their own practice.

John Bulwer