Teaching through Cycles of Constant Coloniality in the Art of the Ancient Roman World

In an effort to reframe understanding of the diversity and dynamism of the ancient world, I am designing a new version of the undergraduate survey of Roman Art at Appalachian State University. The Art of the Ancient Roman World will explore the whole of what the ancient Romans understood as the oikumene - the known/inhabited world - by examining art and architecture across the empire. The course traverses the northern point in Britain/Scotland, southern point in Africa, and eastern point in West Asia. Through key themes of trade, travel, conflict, and collaboration, I will set the stage empire-wide for students and challenge centrist and colonialist underpinnings of the classical tradition.

While the course described above aligns with many students’ interests in decolonial frameworks and social justice issues, I find that students can be frustrated by differences in what they believe to know about the ancient world and what is revealed through new approaches. This disconnect begs the question: how do we navigate change in the classroom that supports students and the unlearning of the biases of our disciplines?

I propose one way is to teach through cycles of constant coloniality, which I will pilot with a case study of the Augustan temple of Dendur by tracing the postcolonial process of deconstruction and reconstruction of this monument from Roman Egypt now held by the Metropolitan Museum. I hope that constant coloniality presents a workable structure that supports students as they process the unfamiliar and work towards the future of our disciplines.