Michael C. J. Putnam’s explication of a famous passage by Catullus displays traditional philological rigor, while also being informed by contemporary literary approaches, such as intertextuality, feminism, and genre studies. In this way, Putnam’s analysis is representative of the widening and cross-disciplinary methodological approaches of classicists.

Primary and secondary education is essential because it not only provides students with critical literacy and numeracy skills, but also, for many students, it begins their civic education. The goals of civic education vary by country, but a consistent goal is to provide students with the knowledge and skills necessary to be productive members of society. Globally, approximately thirty-six million children are living outside of their country of nationality. With the growing number of migrant children, states are facing two challenges to effective civic education. The first is access to schools, and the second is creating a civic education curriculum that effectively prepares all students to participate in society in ways that align with democratic principles and goals. This essay focuses on unauthorized migrant children’s access to public schools and argues for civic education to incorporate the exploration of membership boundaries so that students, citizen and noncitizen alike, can study unauthorized migrants’ participation in society within the context of membership status. This exploration offers students the opportunity to consider how to better align unauthorized migrants’ lived realities with their legal status–and to better realize democracy’s promise.