ANTIRACISM AND RESTORATIVE JUSTICE IN CLASSICS PEDAGOGY: RACE, SLAVERY, AND THE FUNCTION OF LANGUAGE IN BEGINNING GREEK AND LATIN TEXTBOOKS by KELLY P. DUGAN (Under the Direction of RUTH HARMAN) ABSTRACT In Greek and Latin textbooks, verbal and visual discourses function together to construe Greco-Roman systems of enslavement. This dissertation is a critical discourse analysis of this construal based on the theories and methodologies of multicultural education and systemic functional linguistics. The findings illustrate how the linguistic resources of appraisal (feelings and character) and transitivity (agency and action) function to sanitize and normalize enslavement. The accompanying comparative analysis to 19th-century American discourses on enslavement demonstrates how the use of these linguistic resources are consistent across time and context. Therefore, although systems of enslavement in the Greco-Roman world were not race-based, the presentation of enslavement in Greek and Latin textbooks today engages in racist discourses that permeate the American education system. The eight chapters of this dissertation examine the context, theoretical framework, methodology, findings, and implications of the research. I begin with a discussion of the current context of Classics in America including its connection to White supremacy. I then narrow the scope by examining the situational context of Greek and Latin classrooms in America. At the center of this work is the analysis of Greek and Latin textbooks using multicultural education and systemic functional linguistics theory and methodology. After discussing the findings, I explore the pedagogical implications of this research. To conclude, the final chapter reflects on the research and offers a look toward future studies on enslavement discourses in American classrooms. Throughout the course of this work, the voices of formerly enslaved Black people such as Mary Prince, Harriet A. Jacobs, and Harriet Powers are featured in order to provide counternarratives to the commonplace racist and colonialist presentation of enslavement. The goal of the research is to present students and educators with antiracist methodology for deconstructing enslavement discourses and reforming Classics pedagogy in the spirit of restorative justice. INDEX WORDS: racism, antiracism, restorative justice, pedagogy, Greek, Latin, Classics, educational linguistics, systemic functional linguistics, discourse analysis, appraisal, transitivity, critical language awareness ANTIRACISM AND RESTORATIVE JUSTICE IN CLASSICS PEDAGOGY: RACE, SLAVERY, AND THE FUNCTION OF LANGUAGE IN BEGINNING GREEK AND LATIN TEXTBOOKS by KELLY P. DUGAN B.A. Ancient Greek, University of Minnesota, 2007 M.A. Classics, University of Kansas, 2011 M.A. Linguistics, University of Georgia, 2012 M.A. Greek and Latin, The Ohio State University, 2015 A Dissertation Submitted to the Graduate Faculty of The University of Georgia in Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY ATHENS, GEORGIA 2020 © 2020 Kelly P. Dugan All Rights Reserved ANTIRACISM AND RESTORATIVE JUSTICE IN CLASSICS PEDAGOGY: RACE, SLAVERY, AND THE FUNCTION OF LANGUAGE IN BEGINNING GREEK AND LATIN TEXTBOOKS by KELLY P. DUGAN Major Professor: Ruth Harman Committee: Christine Albright Barbara McCaskill Melissa Freeman Shelley P. Haley Electronic Version Approved: Ron Walcott Interim Dean of the Graduate School The University of Georgia May 2020 DEDICATION To those enslaved past and present. To the Black lives who have survived and those that died in pursuit of liberation. And to Mariah Parker. VALETE ET RESISTE. iv ACKNOWLEDGEMENTS Thank you to my advisor, Ruth Harman, who taught me how to accept the cyclical revision process and made it possible for me to build on my knowledge of the material in a meaningful way. My sincerest gratitude goes to all members of my committee including Shelley P. Haley, Barbara McCaskill, Christine Albright, and Melissa Freeman. Your unending support made this a positive writing process and inspired me to keep going through the challenges. Thank you to my colleagues and friends who worked together with me on other projects while this research was ongoing. Thank you to Shelley P. Haley for your decades of fighting for justice in Classics, inspiring me to change the direction of my career, and co-founding MRECC with me. Thank you to Barbara McCaskill for inviting me to join your project and help put together such an exciting international symposium on Black southern activism in England this summer. Thank you to Chase Hagood and Maria de Rocher for being exceptional leaders in higher education and allowing me to develop my student support skills. Thank you to Christine Albright, mentor and friend, who taught me pedagogical leadership and made the holidays happier. And huge thanks for everything to Dave Wright, my dearest friend in the field. I want to also thank my family in Minnesota, especially my mom Sherri Faye, my little sister Staci Gastonguay, and my brother-in-law Kevin Gastonguay. Thank you to my roommates Robin, Rory, Zach, Sam, and Naga. Thank you to my Flicker fam and Richard Mikulka who always gave me a place to feel welcome. Thank you to Kirkland D. Bazemore who supported me with love, encouragement, food, and coffee throughout the dissertation writing process. And to all the many mentors I have had over the years including Clara Bosak-Schroeder. Thank you all. v TABLE OF CONTENTS Page ACKNOWLEDGEMENTS ............................................................................................................ v LIST OF FIGURES ........................................................................................................................ x CHAPTER 1 ANTI/RACISM IN CLASSICAL EDUCATION ........................................................ 1 Prelude 1: Mattie Jane Jackson ............................................................................... 1 Racism and American education 14 Racism and American education ............................................................................ 3 Racism and Classics ................................................................................................ 6 Antiracism and restorative justice in Classics ...................................................... 11 Summary of cultural context ................................................................................. 14 2 TEACHING SLAVERY IN GREEK AND LATIN CLASSROOMS ....................... 16 Prelude 2: Fanny Jackson Coppin ......................................................................... 16 Ancient slavery in Greek and Latin textbooks ...................................................... 19 American slavery in Greek and Latin textbooks ................................................... 21 Teaching slavery in American Greek and Latin classrooms ................................ 23 Antiracism in American Greek and Latin classrooms .......................................... 25 Summary of situational context ............................................................................ 26 3 MULTICULTURAL EDUCATION AND SYSTEMIC FUNCTIONAL LINGUISTICS THEORETICAL FRAMEWORK .................................................... 28 Prelude 3: Sojourner Truth .................................................................................... 28 vi Tenets of multicultural education ......................................................................... 30 Multicultural education and race in language arts ................................................ 39 Multicultural education and race in history .......................................................... 42 Multicultural education and systemic functional linguistics ................................ 46 Cultural diversity and systemic functional linguistics .......................................... 49 Fundamental principles of systemic functional linguistics ................................... 53 Summary of theoretical framework ...................................................................... 57 4 SYSTEMIC FUNCTIONAL LINGUISTICS METHODOLOGY ............................ 58 Prelude 4: Elizabeth Keckley ................................................................................ 58 Application of systemic functional linguistics in Greek and Latin studies .......... 59 Data set .................................................................................................................. 63 Coding the data ..................................................................................................... 64 Appraisal analysis methodology ........................................................................... 67 Transitivity analysis methodology ........................................................................ 72 Application of systemic functional linguistics in Greek and Latin textbooks ...... 76 5 APPRAISAL ANALYSIS OF ENSLAVEMENT ..................................................... 78 Prelude 5: Harriet Ann Jacobs .............................................................................. 78 Attitude resources in the appraisal system ............................................................ 80 Enslaved people as property and goods ................................................................ 84 Enslaved people as lazy and sluggish ................................................................... 90 Enslaved people as happy and lucky .................................................................... 97 Enslaved