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21.
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23.
  • Foka, Anna, 1981- (författare)
  • Half-Naked yet Empowered? : Spartacus (2010-) (Ancient) Gender Equality in Contemporary Television
  • 2013
  • Ingår i: 12th Annual Hawaii International Conference on Social Sciences. - Honolulu Hawaii.
  • Konferensbidrag (refereegranskat)abstract
    • Spartacus is attested in several ancient sources (Plutarch, Appian, and Florus) as the leader of a rebellion against the Roman Republic (73 to 71 BC). Despite that none of Spartacus' historical representations overtly suggest that he aimed at reforming Roman society by abolishing slavery and promoting equality, he has inspired a number of intellectuals across times and cultures as a egalitarian leader. Marx, in the Manchester letter to Engels (1861), considered him a real representative of the ancient 'proletariat’ and members of the German Spartacus League, a forerunner of the Communist Party of Germany. In contemporary popular culture, the most recent reception of the tale of Spartacus is the US Television series Spartacus: Blood and Sand (premiered on Starz in: 2010- followed by a late prequel and a sequel), where he is also portrayed as a just and egalitarian leader.In this paper, I will discuss how Spartacus (2010-) promotes social and gender equality as an ancient virtue within a contemporary context. Unlike Spartacus’ historical and other cinematic representations, women play a major role in the 2010- TV series either as slaves that join the rebellion, inspired by the egalitarian Thracian slave-leader, or wealthy Romans who oppose him. Despite incidental nudity, scenes of a sexual and violent nature, a TV MA rating for graphic violence, and strong sexual content in overexposed video stylization, I will show that female characters evolve from the older sexualized and objectified females of gladiatorial Sword and Sandals (e.g. Warrior and the Slave Girl: 1958) to strong and brave action heroines. Finally, I will discuss how the 2010- TV series reflects upon the impact of equality and feminism in the portrayal of the ancient world in our contemporary popular culture. 
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24.
  • Foka, Anna, et al. (författare)
  • Introduction to the DHQ Special Issue: Digital Technology in the Study of the Past
  • 2018
  • Ingår i: Digital Humanities Quarterly. - 1938-4122. ; 12:3
  • Tidskriftsartikel (refereegranskat)abstract
    • Digital technology is transforming the assemblage and dissemination of historical information. Museums, libraries, archives, and universities increasingly modify their digital research infrastructures in order to make data open and available. The imminent assessment and representation of historical data has admittedly challenged the boundaries of historical knowledge and generated new research questions. The process of reconstructing, visualizing and rendering historical data has equally developed together with technology. This is the case in both academic and heritage contexts and in less immediatedly obvious popular uses, such as the increasingly significant presence and use of history within videogames. Regardless of specific context, as this collection of articles shows, the process of digitally capturing and representing historical data is often analogous to and determined by the digital platform used.
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25.
  • Foka, Anna, 1981- (författare)
  • The digital aesthetic in 'Atlantis: the evidence' (2010)
  • 2018
  • Ingår i: Ancient Greece on British television. - Edinburgh, Scotland : Edinburgh University Press. - 9781474412599 - 9781474412612 - 9781474412605 ; , s. 187-202
  • Bokkapitel (refereegranskat)
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28.
  • Hale, Elizabeth, et al. (författare)
  • Myths of Classical Education in Australia : Fostering Classics trough Fabrication, Visualization and Reception
  • 2021
  • Ingår i: Our Mythical Education. - Warsaw : European Research Council. - 9788323546320 - 9788323546245 - 9788323546160 ; , s. 295-310
  • Bokkapitel (refereegranskat)abstract
    • While Classics is nominally taught throughout Australia, and the Australian National Curriculum has established a framework to support the teaching of Classics and Classical Languages wherever schools can sustain a programme, the bulk of Classics teaching occurs on the east coast, and mostly in the states of New South Wales and Victoria. This chapter takes New South Wales as its focus and uses examples from Sydney Classics teachers as case studies. We focus on NSW's global antiquity approach as well as the use of visualization, fabrication and classical. reception in the school teaching of classical mytology
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29.
  • Heritage as Common(s) - Common(s) as Heritage
  • 2015
  • Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
    • The book consitutes the printed outcome of a seminar series run by the Critical Heritage Initiative (University of Gothenburg) and the Urban Heritage Cluster (Curating the City).
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30.
  • Heritage as Common(s) - Common(s) as Heritage
  • 2015
  • Samlingsverk (redaktörskap) (refereegranskat)abstract
    • The book consitutes the printed outcome of a seminar series run by the Critical Heritage Initiative (University of Gothenburg) and the Urban Heritage Cluster (Curating the City).
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