Here’s a written-up version
of the paper I gave yesterday at the Classics and Social Justice conference mentioned in my previous posting. This event was exploring ways to diversify Classics. Here's what my short (c. 15 minute) paper contributed.
Good afternoon! I offered three papers for this event. The
first was on Equality and Diversity, around my experiences writing a
disciplinary guide for the Higher Education Academy for Classis a few years
back (which made lots of references to this
prize-winning book). Secondly, I offered one on the potential for Black Athena
– currently in its 30th anniversary year – for challenging what Classics is, and diversifying it. Here I would have looked especially at my experiences
teaching Black Athena in the classroom. Then I mentioned a third topic, on work I’m doing
on autism and classical myth – and this is what won out, possibly because its
potential impact beyond HE has the best fit with what Classics and Social Justice
strives for, namely “Outreach that brings classics out of the academy andreturns it to the least privileged in our society.”
So, what I shall give now is an overview of what I am doing
with classical myth in an autistic context – and what I am doing with autism in
a classical context.
I am in the second year of Our Mythical Childhood… an ERC-funded project on classics and
children’s culture (Nanci Santos, who just spoke on classics and video games is
part of the project too). It’s a global project – for which Roehampton is the
UK base. The key thing I am doing for the project is producing a set of resources
for use with autistic children.
My title for today mentions – specifically – myth as a ‘hope
bearer’ because this is an issue that I have been exploring as part of the Our Mythical Childhood project for a
conference held in May 2017 and, now, a tied-in book. The conference/book looks
at how far classical myth can be a source of hope for children as they move
through difficulties and challenges of childhood towards adulthood. And my
paper looks at how far classical myth might be a source of hope for autistic
children in particular.
It might be thought that hope is something particularly
needed for autistic children – not least the hope of a cure. This is not the approach
I am taking. There are still people seeking to cure people of their autism.
But, for others, this is misguided and damaging. Rather than seeking to cure
someone of autism – to separate autism from a person – another approach
is this, namely to recognise that autism represents a particular way of
thinking and a particular kind of experience. So, the kind of hope that I am engaging
with is the hope for a means for non-autistic people to ‘reach’ autistic people
and, vice versa, for autistic people to engage in a non-autistic world.
I am hoping that classical myth will provide just such a
gateway between these two worlds. This is a quest that began for me approaching
a decade ago when I learnt from a special needs teacher that, in her
experience, autistic children tend to respond well to learning about classical
myth. I started to wonder why – and I began to wonder whether, as a classicist
especially interested in myth, I might be able to contribute something to
autistic research.
I was confirmed in this thinking last year when I heard about
the book Sidekicks by Ron Suskind. Here, Suskind sets out how he managed to reach his
autistic son via Disney characters, including those from Disney’s
Hercules. And my first set of resources
will be linked with Hercules – with the choice of Hercules between two paths in
life. I am going to centre them around an artefact, one just c.100 metres away, in an
18th-century room at Roehampton – imaged here in an earlier blog post - which has a
chimneypiece panel depicting the episode. I am going to use this artefact in
activities with autistic children. For example, for those with more basic
levels of communication, who might not know – or ever know - who Hercules ‘is’
there will be activities around the fruit in the basket, where users will be encouraged
to say key words relevant to the image, such as ‘hungry’ and ‘pretty.’ For
others, there will be activities around gestures – and on how the three figures,
especially the women, seek to control the space around themselves.
I am going to be developing these resources by early 2018,
and I shall keep putting updates on my blog to outline by progress.
I ended by saying thank you – and I gained some really
supportive feedback and also offers of help. One of the participants, Chris
Mowat, tweeted actively during the event at #classicsSJ
including as follows on my paper:
Classics Soc Justice Retweeted
Chris Mowat @chrismologos 17h17
hours ago
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Replying to @chrismologos
SD: see more at http://www.myth-autism.blogspot.co.uk
#classicsSJ
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Chris Mowat @chrismologos 17h17
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Replying to @chrismologos
SD: Hercules and the two different
paths in life is a strongly used image through classics reception #classicsSJ
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Chris Mowat @chrismologos 17h17
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SD: using characters (from Myth to
Disney) can provide a gateway to communicate with autistic children #ClassicsSJ
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Chris Mowat @chrismologos 17h17
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SD: "neurotribes" by
Silverman is an interesting book exploring autism and neurodiversity #classicsSJ
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Chris Mowat @chrismologos 17h17
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SD: the owl of Athena is often used
as a motif for autism #classicsSJ
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Chris Mowat @chrismologos 17h17
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SD: i heard from a special needs
teacher that autistic children are generally readily engaged in classical myth #classicsSJ
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Chris Mowat @chrismologos 17h17
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SD: myth can be really useful for all
children coming through childhood and learning adulthood, it gives hope for
various people #classicsSJ
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Chris Mowat @chrismologos 17h17
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SD: part of my aim in this project is
to create resources for teaching classical myth to autistic children. #classicsSJ
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Chris Mowat @chrismologos 17h17
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SD: the project "our mythical
childhood" intends to look at the role of Classics in children's
literature etc. #classicsSJ
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Chris Mowat @chrismologos 17h17
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Susan Deacy on "classical
myth: the bearer of hope for autistic children" #classicsSJ
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