Current pedagogical models for ancient history/civilization courses treat women as a "tourist topic" (Mohanty 2003) as they are slotted into the course with little to no connection to the course of Greek/Roman history. Despite any intentions to diversify survey courses, tourist topics reinforce unquestioned binaries of power whereby (citizen) men act in ancient history while women (and others) are objects acted upon. This paper reviews current pedagogical models for ancient survey courses alongside C. T. Mohanty's Tourist model of teaching before turning to strategies for integrating non-hegemonic groups into survey courses in a consistent fashion.

当前的古代历史/文明课程的教学模式将妇女视为“旅游主题”（Mohanty，2003年），因为妇女进入课程时与希腊/罗马历史课程几乎没有联系。尽管打算使调查课程多样化，但旅游主题却增强了毫无疑问的权力二元性，即（公民）男人在古代历史中行动，而女人（及其他人）则是行动对象。本文首先回顾了古代测绘课程的当前教学模式，以及CT莫汉蒂的“旅游”教学模式，然后才提出了以一致的方式将非霸权群体纳入测绘课程的策略。