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Abstract
This paper offers a partial survey of recent publications that bear on our understanding of literacy and illiteracy in the classical world. But its central purpose is to re-frame two major and difficult problems in the history of ancient literacy: (1) did ideology have a large role in changing the educational practices of the late classical and Hellenistic Greeks? and (2) how should we balance the various factors at work in the history of late-antique literacy, 284-641 AD? The article also advocates greater precision on the part of scholars who write about ancient literacy with regard to social classes and milieux
