ABSTRACT
This chapter links pedagogical practice and theory with my lived experience to explore how classics at the primary school level might function as a tool for social justice. To this end, I discuss the educational expressions and consequences of social inequity and map where classics as a subject area fits in. I explain the four guiding principles on which the book’s social justice agenda is based, namely widening participation, transformative learning, ‘translanguaging’, and community engagement. The following chapters are then summarized.
