A Classics teacher from Poland, currently in her second academic year at Kamuzu Academy in Malawi, has taken on the dual role of teaching and coordinating the Classics department. Originally trained in Poland and the UK, she brings an international perspective to the teaching of Latin and Greek in Africa. Her journey reflects both resilience and curiosity — stepping into a leadership role amid staffing challenges and working to sustain the legacy of Classics at one of Africa’s most prestigious schools.

Q: How did you first become interested in studying Classics, and what drew you to the discipline within the context of your country?
A: I first studied Latin in high school in Poland — it was the only subject that felt truly engaging and challenging. I always wanted to be a teacher, and Latin gave me that mix of structure and discovery. Later, I completed a master’s in Classics. Teaching jobs in Poland are scarce, but I continued tutoring. When my husband moved to London for work, I followed and saw an advert for Kamuzu Academy. I was curious — why was a school in Malawi still teaching Latin and Greek? I applied, did my research, and was fascinated by the idea of bringing Classics to that setting.

Q: What are some unique challenges and opportunities you’ve encountered teaching Classics in your country and at Kamuzu Academy?
A: In Poland, Classics is often misunderstood or associated only with theology. Very few universities or high schools teach it, so awareness is limited. In Malawi, the context is completely different — at Kamuzu, Classics has a strong institutional legacy, and students are required to study Latin or Greek in their first three years. That creates a foundation most countries don’t have anymore. As a Polish speaker, Latin came naturally because of linguistic similarities, and that’s helped me teach it more intuitively.

Q: How do you see the role of Classics evolving in education systems in your region in the coming years?
A: It’s hard to say. The workload is intense, and being away from home and family is challenging. I can see myself teaching here for another five years if things continue positively. The students are bright and curious, and the school provides rare support for the subject. But sustaining enthusiasm for Classics in smaller schools across Malawi will require real investment and collaboration.

Q: Can you describe your teaching and coordination work at Kamuzu Academy?
A: I’m currently teaching a full timetable while also serving as the Classics coordinator. We follow the Cambridge IGCSE curriculum for Latin and use Taylor’s Greek to GCSE for Greek. Years 1 to 3 are compulsory for Latin and Greek, and students then choose which language to continue. Due to timetabling, few can take both. The split is usually about half for Latin and half for Greek. Despite challenges, the students perform well and seem to enjoy the analytical and linguistic aspects of the subjects.

Q: In your experience, how does the study of Classics help youth in your country develop valuable skills?
A: Latin and Greek both strengthen literacy and logic. For many students, learning Latin helps them understand how language works — it improves their English and critical thinking. I often tell parents and school leaders that the value of Classics isn’t just historical but educational: Latin enhances grammar, comprehension, and reasoning, which are essential in any field.

Q: Are you interested in pursuing a longer career in Classics education?
A: Possibly. I’ve thought about teaching at the university level, though I’m happy teaching younger students for now. Every year brings new challenges, but also growth. Seeing students go from confusion to genuine curiosity about ancient texts is incredibly rewarding.

Q: How do you respond to people who question the relevance of Classics today — particularly in Malawi?
A: That question comes up quite often. Parents and even some teachers ask why Latin and Greek are still part of the curriculum. I explain that the founder of Kamuzu Academy — Malawi’s first president — believed Classics built discipline and intellect. There’s also a kind of prestige attached to the subject here. But to make it relevant, we need to move away from treating the ancient world as simply “amazing” and instead focus on practical benefits — literacy, problem-solving, and historical thinking.

Q: What advice would you give to promote Classics more widely in Africa?
A: Focus on accessibility. State schools are underfunded and poorly managed, and teachers won’t stay without proper support. Making Classics available online, through workshops or simplified courses, could help bridge that gap. Connecting it with language learning, storytelling, and even local proverbs might also make it feel more culturally relevant.

Q: Have there been any collaborations or projects to connect your students with others abroad?
A: We’ve joined some international competitions and activities, including personal writing contests on mythology. My students, especially the girls, loved writing about heroines — they connected with themes of independence and courage. Those experiences showed them that Classics isn’t just about memorizing grammar; it’s also about imagination and reflection.

Q: How do you see cultural exchange shaping the global study of Classics?
A: I think it’s still developing. The language and folklore connections between Europe and Africa are subtle but interesting. It takes time to find shared ground, but I believe cultural links — storytelling, respect, heroism — can form a bridge. The process is gradual, but that’s what makes it meaningful.