Adriana Brook

Adriana Brook trained as a classicist with degrees from McMaster (BASc), Western (MA), and Toronto (PhD). Her research focuses on ritual elements in the plays of Sophocles, with a secondary emphasis on the reception of Greek tragedy in Rome. She subsequently completed a Master’s of Education (Brock) with a focus on post-secondary pedagogy. In the sphere of education, her interests include incorporating Universal Design for Learning into the ancient language classroom and effective professional development to support writing instruction.   

Before returning to Toronto as an Assistant Professor, Adriana taught broadly in both Canada and the US, including at the University of Toronto, Wellesley College, Lawrence University, Wilfrid Laurier University, and Trent University. She has developed courses on a wide variety of subjects across the curriculum from Greek and Latin language to Classical Studies courses in literature, culture, and history to first-year composition. 

Her recent publications include:

• “(Un)making the Grade: An Instructor’s Guide to Mitigating the Negative Impacts of Grades within a Neoliberal University System” McGill Journal of Education 57.2 (2022): 195-210.
• “Filling in the Blanks: The Anti-Cahn Anthology of Alternative Classic and Contemporary Readings in the Philosophy of Education” Book 2.0 12.1 (2022): 33-50. 
  • With L. Paul, R. Carlsson, J. Dieleman, J. Skye, and B. Wilde 
• “Initiatory Paradigms and the Ending of Sophocles’ Electra” Phoenix 73.1 (2020): 15-40. 
• “Reading Aeschylus through Seneca: Scenes of Capitulation in Agamemnon and Thyestes” Illinois Classical Studies 44.1 (2019): 1-24. 
• “Suppliant and Savior, Student and Teacher: The Didactic Motif in Sophocles’ Oedipus at Colonus” Classical World 113.1 (2019): 29-51. 
• “Ritual and Closure in Sophocles’ Ajax” Helios 46.1 (2019): 75-93. 
• “Cicero’s Use of Aeschylus’ Oresteia in the Pro Milone” Ramus 45.1 (2016): 45-73.