Teaching Greek Tragedy

03 February 2020, Version 1
This content is an early or alternative research output and has not been peer-reviewed at the time of posting.


Including the non-canonical is but one strategy for diversifying such courses and intellectual explorations. In this essay, I advocate teaching Greek tragedy as an additional strategy to enhance engagement with diverse voices, viewpoints, and content, as well as an avenue to develop a more gender-inclusive syllabus. In advocating the use of Greek tragedy in introductory political theory courses, as well as upper-division courses, I also engage with an additional aim: political theory should help students encounter and engage with broad questions about the nature of political life, and as such, as a subfield, it should foster creativity. Teaching Greek tragedy offers an opportunity to address both aims concurrently, fostering a particular approach to diversity in ways that promote originality and imagination as central to the work of political theory and political thinking.




Comments are not moderated before they are posted, but they can be removed by the site moderators if they are found to be in contravention of our Commenting Policy [opens in a new tab] - please read this policy before you post. Comments should be used for scholarly discussion of the content in question. You can find more information about how to use the commenting feature here [opens in a new tab] .
This site is protected by reCAPTCHA and the Google Privacy Policy [opens in a new tab] and Terms of Service [opens in a new tab] apply.