Political Science Education and the Profession
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Teaching Greek Tragedy

Danielle Hanley Rutgers University
Abstract
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.
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