‘In 1986 we should no longer settle for books that present women as almost invisible entities.’(Charlayne Allan, 1986, p.6).Charlayne Allan's conclusion in her 1986 work, ‘Images of Women’ calls for a transformation in the inclusion and presentation of women in Classics educational materials. However, 33 years later, the presentation of women in educational textbooks remains a prevalent issue in many countries today with slow progress being made (BBC, 2017). The discipline of Classics has been criticised for being particularly slow in addressing the issue of gender bias in textbooks, both ensuring that there is a female voice in educational materials and also responding to female scholarship (Churchill, 2006, p.86). There has been some criticism of the popular and widely-used Cambridge Latin Course with the suggestion that ancient women are not equally or fairly represented through the characters and storylines used in the textbooks (Churchill, 2006; Upchurch, 2013). The course was first written in the 1970s and so, perhaps understandably, lacks strong female characters which might suit the engagement of students of the modern world. One solution which has been proposed by the critics mentioned above is the re-designing of the course with a more equal gender balance. However, I am unsure as to whether this is the best way forward. The re-designing of an entire textbook course (and all its online resources, etc.) is a complex undertaking, especially as the CLC has been carefully constructed around a continuous storyline. The creation of female characters, who would have a real significance to students’ learning and understanding of the Roman world, cannot simply be added into the stories without significantly changing the course (Joffe, 2019). Moreover, the way in which women are depicted in the CLC should not merely be a numerical matter. Consideration of how best to accurately present and teach students about the experiences of women in the Roman world, bearing in mind the Roman patriarchal way of thinking, could be endangered to achieve a mathematical solution for gender balance. The success of the CLC is largely down to its popular storylines and characters and so, for the purposes of my research, I will focus on the balance between the importance of an engaging storyline and at the same time, ensuring that the lives of ancient women are accurately presented through the female characters.

中文翻译：

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一所精英女子文法学校的剑桥拉丁语课程中学生对女性的看法的案例研究调查

“在 1986 年，我们不应再满足于那些将女性呈现为几乎看不见的实体的书籍。”（Charlayne Allan，1986 年，第 6 页）。Charlayne Allan 在她 1986 年的作品“女性形象”中的结论呼吁改变经典教育材料中女性的包容和呈现方式。然而，33 年后，女性在教科书中的介绍仍然是当今许多国家的一个普遍问题，进展缓慢（BBC，2017 年）。经典学科因在解决教科书中的性别偏见问题上特别缓慢而受到批评，既确保了教育材料中的女性声音，又回应了女性学术（Churchill，2006，p.86）。对流行和广泛使用的方法有一些批评剑桥拉丁语课程建议通过教科书中使用的人物和故事情节来平等或公平地代表古代女性（Churchill，2006；Upchurch，2013）。该课程最初是在 1970 年代编写的，因此，也许可以理解，缺乏可能适合现代世界学生参与的强大女性角色。上述批评者提出的一种解决方案是重新设计课程，使性别平衡更加平等。但是，我不确定这是否是最好的前进方式。重新设计整个教科书课程（及其所有在线资源等）是一项复杂的工作，尤其是在CLC围绕连续的故事情节精心构建。女性角色的创作，她们将拥有真实的对学生学习和理解罗马世界的重要性，不能简单地添加到故事中而不显着改变课程（Joffe，2019）。此外，女性被描绘的方式CLC不应该只是一个数字问题。考虑如何最好地准确地向学生展示和教授罗马世界女性的经历，同时牢记罗马父权制的思维方式，可能会危及实现性别平衡的数学解决方案。的成功CLC很大程度上取决于其流行的故事情节和人物，因此，为了我的研究目的，我将重点关注引人入胜的故事情节的重要性与同时确保古代女性的生活通过女性角色。