Since 2020, the Res Difficiles conference series has been a venue for addressing inequities within the field of Classics, examining issues arising out of intersectional vectors of race, ethnicity, gender, sexuality, disability, class, socio-economic status and beyond. An outgrowth of this conference series, Res Difficiles, The Journal—an imprint of Ancient History Bulletin, a Green Open Access Journal—invites submissions from individuals, pairs, or groups, addressing “difficult things” within the discipline of Classics and related fields. Res Difficiles, The Journal seeks to publish the “traditional” argumentative forms of inquiry standard to the discipline, but also reflections upon pedagogical concerns as well as contributions of a creative, personal, or experimental nature, including interviews. In addition to individual submissions, we welcome pitches for guest-edited special issues.
Res Difficiles, The Journal as an imprint of AHB adheres to the usual North American editorial policies in the submission and acceptance of articles but imposes no House Style. Authors are, however, asked to use the abbreviations of L’Année philologique (APh) for journals, and of the Thesaurus linguae latinae (TLL) for Latin authors.
Please direct submissions to Hannah Čulík-Baird: culikbaird@humnet.ucla.edu.
Submission of articles must be sent as .doc (or .docx) files in the form of email attachments. PDF files should be submitted in addition to the .doc file when the article contains Greek or other fonts; Greek text should be entered using Unicode. Authors will receive PDF offprints of their contributions. Copyright is retained by the author.
Editorial Board:
Hannah Čulík-Baird (UCLA), Co-editor
Joseph Romero (University of Mary Washington), Co-editor
Luke Roman (Memorial University), Associate editor
Elke Nash (University of New Hampshire), Associate editor
Volume 1.1 (2024)
Hannah Čulík-Baird and Joseph Romero, Co-editors’ Preface
Keywords: banking model, Classics teaching, conscientizaçao, critical pedagogy, Paulo Freire.
Abstract: This paper offers a critique of traditional Classics pedagogy which has been historically avoidant of pedagogical theories from other disciplines, such as Education. Resituating the bibliography of difficulty literature in Classics through the discursive frameworks of critical pedagogy advanced by scholars such as Paulo Freire, we examine Classics’ dependence upon a banking model of learning which positions students as empty vessels waiting to be filled by the authority of their teacher. Furthermore, we offer a critique of the prevailing pedagogical mode in Classics, which positions some students as the cause of “difficulty,” as a fundamentally managerial practice. Finally, we offer some reflections on the potential of conscientizaçao (“consciousness raising”) to chart a course for disciplinary change within Classics.
Kelly P. Dugan, Ancient Rhetoric, Abolition, and Reverend Peter Thomas Stanford’s The Tragedy (1897)
Keywords: Black literature, ancient rhetoric, Reverend Peter Thomas Stanford, Herodotus, Harriet Beecher Stowe.
Abstract: Following the efflorescence of scholarship on Black freedom narratives and activism, this article examines Reverend Peter Thomas Stanford’s The Tragedy (1897), an antilynching text which recounts a history of colonization and enslavement from the Mediterranean in the 7th century BCE to America in the late 19th century CE. Together with a study of the ancient discourses, Rev. Stanford’s work is here situated in the context of the white paternalism of British and American publishing during the late 19th century, with particular attention to Harriet Beecher Stowe’s preface to Stanford’s The Tragedy (1897). The article analyzes how Rev. Stanford uses ancient rhetoric to argue for the sanctity of Black life, including both classical and biblical references, concluding with reflections upon pedagogical applications as well as the need for further study.
Sportula Europe, Mutual Aid, Solidarity, and Classics in Higher Education
Keywords: microgrant organisations, mutual aid, solidarity, Sportula Europe.
Abstract: This paper describes the efforts of the microgrant organisation, Sportula Europe, to offer material support as well as the kinship of solidarity to historically-looted and marginalised communities within Classics. Contextualising our work within critical intellectual traditions and the history of mutual aid practices, we reflect upon non-hierarchical approaches to ameliorate the material conditions of students and researchers in our field.
See AWOL's full List of Open Access Journals in Ancient Studies
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