Silenced voices: reclaiming the role of women in the teaching of classical texts.

Abstract

In Ancient Greece, women played a very marginal role in Greek society. Their participation in public life was extremely limited, and their main roles were confined to the domestic sphere. Women were responsible for housework, raising children and managing the household economy, but they lacked significant political and legal rights. They could not vote, hold public office or participate in the political assemblies that made crucial decisions for the polis. Moreover, women were subject to male guardianship throughout their lives. First, under the authority of their father, then of their husband, and in case of widowhood, of a son or a male relative. This system of guardianship reinforced the perception that women were dependent on and needed to be controlled by men. Greek literature and philosophy also reflect this marginalisation. Philosophers such as Aristotle considered women inferior to men in terms of rational and moral capacity, thus justifying their exclusion from public life. Literary and mythological texts often portrayed women as secondary figures, whose value lay in their ability to bear children. In order to vindicate the role of Greek women, teachers can implement several strategies. The most important is to provide detailed historical information about the women of that time, as simply translating a text is not enough to understand their situation in their socio-cultural context. It is essential that students learn about the realities and challenges Greek women faced in order to fully appreciate their impact and contributions to history.