ABSTRACT
This chapter reflects on the ripples created outside of the classroom when classics is taught at primary school as a tool for social justice. I consider the various groups with which my projects have engaged over the years – learners and teachers, families and communities, the media and policymakers – to map out the potential of community engagement. As communities might resist or object to classics teaching at primary school, four typical objections to widening participation of classics at primary education level, which practitioners might encounter from various stakeholders, are explored to support future practice.
