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Teaching Social Justice Through Shakespeare最新文献

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Introduction: Making Meaning and Doing Justice with Early Modern Texts 导论:近代早期文本的意义与正义
Teaching Social Justice Through Shakespeare Pub Date : 2019-11-01 DOI: 10.3366/edinburgh/9781474455589.003.0001
W. Hyman, Hillary Eklund
{"title":"Introduction: Making Meaning and Doing Justice with Early Modern Texts","authors":"W. Hyman, Hillary Eklund","doi":"10.3366/edinburgh/9781474455589.003.0001","DOIUrl":"https://doi.org/10.3366/edinburgh/9781474455589.003.0001","url":null,"abstract":"[Poetry’s end is] well-doing and not … well-knowing only.1\u0000 \u0000 Formal innovation (of the sort that matters in literature) is a testing of the operations of meaning, and is therefore a kind of ethical experimentation. To respond to the demand of the literary work as the demand of the other is to attend to it as a unique event whose happening is a call, a challenge, an obligation: understand how little you understand me, translate my un-translatability, learn me by heart and thus learn the otherness that inhabits the heart....","PeriodicalId":186553,"journal":{"name":"Teaching Social Justice Through Shakespeare","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124697560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Cultivating Critical Content Knowledge: Early Modern Literature, Pre-service Teachers, and New Methodologies for Social Justice 培养批判性内容知识:早期现代文学、职前教师与社会正义的新方法论
Teaching Social Justice Through Shakespeare Pub Date : 2019-11-01 DOI: 10.3366/edinburgh/9781474455589.003.0022
Todd Butler, A. Boyd
{"title":"Cultivating Critical Content Knowledge: Early Modern Literature, Pre-service Teachers, and New Methodologies for Social Justice","authors":"Todd Butler, A. Boyd","doi":"10.3366/edinburgh/9781474455589.003.0022","DOIUrl":"https://doi.org/10.3366/edinburgh/9781474455589.003.0022","url":null,"abstract":"In this chapter, Todd Butler and Ashley Boyd give new reasons for attending to pedagogical training in literary studies classrooms. With so many English majors planning to enter secondary classrooms of their own, Butler and Boyd highlight the potential impact that combining social justice and content knowledge pedagogies can have on generations of classroom learners. At the same time, they claim that including teaching methodologies in undergraduate literature courses builds pedagogy as a habit of mind for all undergraduates, encouraging them to consider issues of social justice in their readings, and how those issues might be effectively conveyed to others.","PeriodicalId":186553,"journal":{"name":"Teaching Social Justice Through Shakespeare","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127697753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Rural Shakespeare and the Tragedy of Education 乡村莎士比亚与教育悲剧
Teaching Social Justice Through Shakespeare Pub Date : 2019-11-01 DOI: 10.3366/edinburgh/9781474455589.003.0010
J. Osborne
{"title":"Rural Shakespeare and the Tragedy of Education","authors":"J. Osborne","doi":"10.3366/edinburgh/9781474455589.003.0010","DOIUrl":"https://doi.org/10.3366/edinburgh/9781474455589.003.0010","url":null,"abstract":"How do professors connect Shakespeare to “something like social justice and democratic practice” when students see higher education as suspect and “learning as an act of cultural betrayal”? This is the challenge faced by many of those teaching early modern texts to first-generation economically disadvantaged students in rural com- munities who have been raised to doubt that “the arts and humanities have any positive value at all.” This chapter proposes that the first step in engaging such students is helping them see that their disaffection is the result of their having actually been “the objects of an injustice.” Osborne describes a general education seminar in literature and philosophy which gives students space to temporarily “suspend and question their values.” Here, the tragedies of Shakespeare and other authors enable the kind of productive disorientation (aporia) that enables rediscovery and leads to a hunger for justice.","PeriodicalId":186553,"journal":{"name":"Teaching Social Justice Through Shakespeare","volume":"68 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116373293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Shakespeare in Japan: Disability and a Pedagogy of Disorientation 莎士比亚在日本:残疾和迷失方向的教育学
Teaching Social Justice Through Shakespeare Pub Date : 2019-11-01 DOI: 10.3366/edinburgh/9781474455589.003.0004
Allison P. Hobgood
{"title":"Shakespeare in Japan: Disability and a Pedagogy of Disorientation","authors":"Allison P. Hobgood","doi":"10.3366/edinburgh/9781474455589.003.0004","DOIUrl":"https://doi.org/10.3366/edinburgh/9781474455589.003.0004","url":null,"abstract":"This essay describes what happened in the author’s Shakespeare classroom at Tokyo International University in the wake of a deadly stabbing attack at a residential care center for people with disabilities in nearby Sagamihara. Allison Hobgood discovers that the importance of Shakespeare in processing and responding to the Sagamihara attack was, paradoxically, his relative non-importance to her students, as compared with Shakespeare’s elevated status among U.S. undergraduates. Her model of a “feminist disability pedagogy of disorientation” decentralizes stoic analysis and mastery in favor of “immersive, deeply affective, real-time experiential learning.” By juxtaposing irreverent adaptations and selected close readings from Macbeth with frank discussions of cultural attitudes toward disability, Hobgood and her students carved out a space for Shakespeare to speak to their disorienting present, fashioning in their responses to Shakespeare a framework for more just thought and action.","PeriodicalId":186553,"journal":{"name":"Teaching Social Justice Through Shakespeare","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114835273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Sexual Violence, Trigger Warnings, and the Early Modern Classroom 性暴力、触发警告与早期现代课堂
Teaching Social Justice Through Shakespeare Pub Date : 2019-11-01 DOI: 10.3366/edinburgh/9781474455589.003.0009
Kirsten N. Mendoza
{"title":"Sexual Violence, Trigger Warnings, and the Early Modern Classroom","authors":"Kirsten N. Mendoza","doi":"10.3366/edinburgh/9781474455589.003.0009","DOIUrl":"https://doi.org/10.3366/edinburgh/9781474455589.003.0009","url":null,"abstract":"The subject of trigger warnings is both controversial and misunderstood, yet when deployed correctly a trigger warning can augment rather than shut down discussion. Kirsten Mendoza describes a strategy for cultivating an atmosphere of trust in her classroom while holding space for productive contention and discomfort. Taking seriously depictions of early modern violence as well as their connection to students’ lived experiences, this chapter provides strategies for using affective responses to support aesthetic and intellectual analysis.","PeriodicalId":186553,"journal":{"name":"Teaching Social Justice Through Shakespeare","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128154628","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Shakespeare, Service Learning, and the Embattled Humanities 莎士比亚、服务学习和四面楚歌的人文学科
Teaching Social Justice Through Shakespeare Pub Date : 2019-11-01 DOI: 10.3366/edinburgh/9781474455589.003.0018
Hillary Eklund
{"title":"Shakespeare, Service Learning, and the Embattled Humanities","authors":"Hillary Eklund","doi":"10.3366/edinburgh/9781474455589.003.0018","DOIUrl":"https://doi.org/10.3366/edinburgh/9781474455589.003.0018","url":null,"abstract":"This chapter provides an evolving model for uniting educational practices often believed to be quite remote: service learning and literary analysis. Although one mode ostensibly attends to utility while the other dwells in academic abstraction, pursuing both in tandem reveals more shared interpretive practices than one might expect. Hillary Eklund argues that “when we free ourselves from the burden of proving the relevance of Shakespeare,” and instead create frameworks that collate classroom and community learning, we “heighten both the intellectual and civic stakes of our teaching.” Key to this model is a process that compares “problem-solving frameworks” as a way to foreground metacognition and self-reflection.","PeriodicalId":186553,"journal":{"name":"Teaching Social Justice Through Shakespeare","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116838172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Topical Shakespeare and the Urgency of Ambiguity 主题莎士比亚和歧义的紧迫性
Teaching Social Justice Through Shakespeare Pub Date : 2019-11-01 DOI: 10.3366/edinburgh/9781474455589.003.0002
Adhaar Noor Desai
{"title":"Topical Shakespeare and the Urgency of Ambiguity","authors":"Adhaar Noor Desai","doi":"10.3366/edinburgh/9781474455589.003.0002","DOIUrl":"https://doi.org/10.3366/edinburgh/9781474455589.003.0002","url":null,"abstract":"One way to make the Shakespeare classroom a site for social engagement and action, rather than one overly invested in historicizing or aestheticizing Renaissance literature, is letting students themselves decide what Shakespeare’s plays can offer them. Taking his inspiration from James Baldwin, Adhaar Desai describes enlisting Shakespeare as a “witness” to the full scope of human experience through exercises that reframe close reading a “risky, collaborative, and urgent exercise.” Through a process of experimental free association he calls “riffing,” he entices students to trust their instincts and the text’s volatile ambiguities. Experimental, collaborative, and empowering, its goal is to give students, not Shakespeare, authority in the classroom.","PeriodicalId":186553,"journal":{"name":"Teaching Social Justice Through Shakespeare","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121798127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Failing with Shakespeare: Political Pedagogy in Trump’s America 莎士比亚的失败:特朗普治下美国的政治教育学
Teaching Social Justice Through Shakespeare Pub Date : 2019-11-01 DOI: 10.3366/edinburgh/9781474455589.003.0013
Steve Mentz
{"title":"Failing with Shakespeare: Political Pedagogy in Trump’s America","authors":"Steve Mentz","doi":"10.3366/edinburgh/9781474455589.003.0013","DOIUrl":"https://doi.org/10.3366/edinburgh/9781474455589.003.0013","url":null,"abstract":"Amidst the perils and rewards of teaching Shakespeare during a U.S. presidential election year, Steve Mentz demonstrates how good Shakespeare is to think with during times of crisis and failure. This chapter proposes new pedagogical implications for the old story of Shakespeare’s dramatic ambivalence: both by connecting the current political situation of the U.S. to critical moments in the past, and by exploring the range of available ethical responses to the experience of uncertainty, failure, and defeat. After all, as Mentz notes, “Politics is always violent and theatrical,” making a course structured around analysis of live theatrical productions particularly generative in the current climate. Mentz also unflinchingly addresses an experience so many of us have had of feeling like we are “failing,” and guides teacher-scholars toward an adaptive methodology that makes room for our own sense of disorientation and frustration.","PeriodicalId":186553,"journal":{"name":"Teaching Social Justice Through Shakespeare","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130345093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Literary Justice: The Participatory Ethics of Early Modern Possible Worlds 文学正义:早期现代可能世界的参与伦理
Teaching Social Justice Through Shakespeare Pub Date : 2019-11-01 DOI: 10.3366/edinburgh/9781474455589.003.0017
D. Sarkar
{"title":"Literary Justice: The Participatory Ethics of Early Modern Possible Worlds","authors":"D. Sarkar","doi":"10.3366/edinburgh/9781474455589.003.0017","DOIUrl":"https://doi.org/10.3366/edinburgh/9781474455589.003.0017","url":null,"abstract":"Where early modern writers traffic in imaginative inventions, they often do so with the aim of effecting positive change. In this chapter, Debapriya Sarkar puts pressure on the ethical relation between literature’s celebration of possible worlds and the pedagogical value of such imagined realms for the reader—and, by extension, for the student of early modern literature and culture. She shows how we might tap into the ubiquitous presence of imaginary worlds in early modern literature; these “golden” worlds of the imagination simultaneously practice and theorize ways of knowing and being in the actual world. What Sarkar calls “participatory readerly ethics” reveals “the radical potential of poiesis” to help us transform what is into what might be.","PeriodicalId":186553,"journal":{"name":"Teaching Social Justice Through Shakespeare","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128830290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Global Performance and Local Reception: Teaching Hamlet and More in Singapore 全球演出与本地接待:在新加坡教授《哈姆雷特》等
Teaching Social Justice Through Shakespeare Pub Date : 2019-11-01 DOI: 10.3366/edinburgh/9781474455589.003.0005
E. Jones
{"title":"Global Performance and Local Reception: Teaching Hamlet and More in Singapore","authors":"E. Jones","doi":"10.3366/edinburgh/9781474455589.003.0005","DOIUrl":"https://doi.org/10.3366/edinburgh/9781474455589.003.0005","url":null,"abstract":"When Emily Griffiths Jones taught a Shakespeare seminar in Singapore through MIT’s Global Shakespeares project, she found. In this context, normative Western patterns of interpretation are challenged, along with their assumptions of a “supposedly universalizing psychological realm.” The comparative deployment of digitally archived multicultural performances led students to engage with Shakespeare’s works in a way that “transcend[s] the myth of monolithic textual authority.” Through interpreting, comparing, and responding creatively to global Shakespeares (including making their own short films), students used Shakespearean performance to address social issues relevant to them, from immigration to LGBTQ rights.","PeriodicalId":186553,"journal":{"name":"Teaching Social Justice Through Shakespeare","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121547269","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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