After studying Classics at Oxford, Harvard and Cambridge, Arlene qualified as a teacher. She taught for more than a decade in a range of schools in the UK and internationally, leading departments and assuming school-wide responsibilities. She holds a doctorate in Classics education and is a specialist in educational research, policy and practice.
At King’s she works with Professor Edith Hall to (1) research the role of Classical Civilisation and Ancient History in UK curricula and, (2) to raise the profile and status of these subjects as viable options for study in UK schools.
In addition to her role at King’s, she is a member of the Classics Faculty in Oxford where she leads the Classics in Communities project which seeks to understand what impact the learning of Latin has on children’s cognitive development.
Arlene has been the recipient of numerous prestigious international awards including a Fulbright scholarship, an Erskine Fellowship, a Winston Churchill Memorial Trust Fellowship and she received a ‘Teaching Star’ award from the Institute of International Education in New York. She collaborates with international colleagues on a number of education projects in Europe, the USA and Australia.
Arlene has an extensive list of publications in the areas of pedagogy, curriculum policy and international education. She regularly provides training for teachers in the UK and around the world.
Research interests and PhD supervision
- Access to Classics education in UK schools and colleges
- Classical subjects in curriculum policy
- The learning and teaching of Classics in the 21st century
- Classics and employability
- Rhetoric, citizenship and oracy education
Expertise and public engagement
Arlene is the Principal Investigator on the AHRC-funded ‘Improving Access to Classical Studies in schools and museums’ project which is a sector-leading collaboration between museums, exam boards, teachers, academics and communities. She provides expert advice to a number of curriculum and assessment organisations around the world including the International Baccalaureate, OCR, Cambridge International Examinations, the Scottish Qualifications Authority, the Irish National Council for Curriculum and Assessment and the Australian Curriculum, Assessment and Reporting Authority.
Arlene is the Outreach Officer of the Classical Association, the national subject association for professional Classics educators in the UK, and she chairs the Classics Development Group at the British Academy.
Arlene shares her knowledge and experience with various organisations; as a council member of the British Curriculum Forum, as a member of the US-UK Fulbright Commission Alumni Advisory Council, on the Association for Language Learning's 'Language Futures' steering group, as a member of the British Academy’s Languages Advisory group, as a board member of the Latin Programme, on the Roman Society’s schools’ committee and as a board member of the Capital Classics project.
As an AHRC Policy Fellow, she is regularly invited to discuss her research findings with a range of stakeholders in Westminster, Whitehall and the devolved administrations.
The value of studying Classics in the 21st century, Classical rhetoric, Classics education and employability.
Books, chapters and articles:
- Holmes-Henderson, A. (2020) ‘Teaching critical literacy in schools: a research-informed approach’ in C. Coyle (ed.) Identifying Fake News: critical literacy and the school library, School Library Association, Swindon.
- Holmes-Henderson, A., Hunt, S. and Musié, M. (eds.) (2018) Forward with Classics. Classical languages in schools and communities, London, Bloomsbury Academic Press.
- Holmes-Henderson, A. and Tempest, K. (2018) ‘Classics and twenty-first-century skills’ in A. Holmes-Henderson, S. Hunt and M. Musié (eds.) Forward with Classics: Classical languages in schools and communities, 231-242, London, Bloomsbury Academic.
- Holmes-Henderson, A. (2017) ‘Classical subjects in schools: a comparative study of New Zealand and the United Kingdom’ in J. Tatum and S. Perris (eds.) Athens to Aotearoa: Greece and Rome in New Zealand Literature and Society, 326-346, Wellington, Victoria University Press.
- Holmes-Henderson (2016) ‘Responsible citizenship and critical skills in Scotland’s Curriculum for Excellence: the contribution of Classical rhetoric to democratic deliberation’, in Carr, P. Thomas, B. Porfilio and J. Gorlewski (eds.), Democracy and decency: what does education have to do with it?, 213-228, Charlotte, Information Age Publishers.
- Holmes-Henderson, A. and Mitropoulos, A. (2016) ‘A celebration of Greek language and culture education in the UK’, Journal of Classics Teaching, Vol. 17, 34, 55-57.
- Holmes-Henderson, A. (2016) ‘Teaching Latin and Greek in primary classrooms: the Classics in Communities Project’, Journal of Classics Teaching, Vol. 17, 33, 50-53.
- Holmes-Henderson, A. (2016) ‘Growing Greek in Schools: from gorillas to talking vases’, ARGO, 4, 16-17.
- Holmes-Henderson, A. (2020) Inclusive Classics: innovative pedagogies in schools and museums, Routledge
- Hall, E., Holmes-Henderson, A. and Corke-Webster, J. (forthcoming), Teaching Classical Civilisation and Ancient History in schools