Although there is plenty of scholarship regarding the concerns of addressing controversial and sensitive subject manner in the Classics classroom, and I have considered these to quite an extent, my own interest in these practices emerged where they matter the most: my own experiences within the classroom. For me, it came to a head with one pupil who demonstrated an active enthusiasm for Latin study and the classical world at large, but was slowly becoming disheartened after several classes, despite not displaying any overt academic challenges to any of the presented material. When I brought this issue up privately with her, she said: ‘Sir, it sucks that this culture and language which I adore, wouldn't value me as much I value it.’ She also expressed regret at choosing Latin, as she felt ‘it seems to be a subject where only boys can succeed.’ It also became apparent that this consensus was common, and shared with several of her friends and peers. This paper describes some of the actions I undertook to address their sensitivities in the Classics classroom.

中文翻译：

---

实现包容性的步骤：修改具有挑战性的内容、浏览教学材料并在古典课堂中启动学生反思

尽管有很多关于在古典课堂上解决有争议和敏感主题方式的学术研究，而且我已经在相当程度上考虑了这些问题，但我自己对这些实践的兴趣出现在最重要的地方：我自己在课堂上的经历。对我来说，一个学生对拉丁语学习和整个古典世界表现出了积极的热情，但在几节课后慢慢变得沮丧，尽管没有对所提供的任何材料表现出任何明显的学术挑战。当我私下向她提出这个问题时，她说：“先生，这很糟糕，我所热爱的这种文化和语言没有像我一样重视我。” 她还对选择拉丁语表示遗憾，因为她觉得“这似乎是一门只有男孩才能成功的科目。” 很明显，这种共识很普遍，并且与她的一些朋友和同事分享。本文描述了我为解决他们在古典文学课堂上的敏感问题而采取的一些行动。