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Teaching Social Justice Through Shakespeare最新文献

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Teaching Shakespeare Inside Out: Creating a Dialogue Between Traditional and Incarcerated Students 彻底教授莎士比亚:在传统学生和被监禁的学生之间建立对话
Teaching Social Justice Through Shakespeare Pub Date : 2019-11-01 DOI: 10.3366/edinburgh/9781474455589.003.0019
Jayme M. Yeo
{"title":"Teaching Shakespeare Inside Out: Creating a Dialogue Between Traditional and Incarcerated Students","authors":"Jayme M. Yeo","doi":"10.3366/edinburgh/9781474455589.003.0019","DOIUrl":"https://doi.org/10.3366/edinburgh/9781474455589.003.0019","url":null,"abstract":"This chapter explores the possibilities for teaching Shakespeare within and outside of the criminal justice system by putting these communities of learners into substantive dialogue. In contrast to many “prison Shakespeare” programs, a social-justice oriented approach prioritizes learning over “therapy” and promotes dialogue and collaboration among inside and outside populations. While this approach can yield positive results like “increased activism and decreased stereotyping,” its difficulties can be profitable too, as students learn to make the most of “the uncomfortable dissonances that occur when diverse populations interact.” This, argues Jayme M. Yeo, is where Shakespeare faculty can best transmit their skills to students, “for multivalence and conflict accurately describe the work of literary interpretation itself.”","PeriodicalId":186553,"journal":{"name":"Teaching Social Justice Through Shakespeare","volume":"16 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":"133432923","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’ on his lips”: Dreaming of the Shakespeare Center for Radical Thought and Transformative Action “唇上的莎士比亚”:梦想莎士比亚激进思想和变革行动中心
Teaching Social Justice Through Shakespeare Pub Date : 2019-11-01 DOI: 10.3366/edinburgh/9781474455589.003.0020
Eric L. De Barros
{"title":"“‘Shakespeare’ on his lips”: Dreaming of the Shakespeare Center for Radical Thought and Transformative Action","authors":"Eric L. De Barros","doi":"10.3366/edinburgh/9781474455589.003.0020","DOIUrl":"https://doi.org/10.3366/edinburgh/9781474455589.003.0020","url":null,"abstract":"Rooting his pedagogy in an Orwellian commitment to exploring the relation between writing and the cultural forces that shape it, Eric L. De Barros takes up linguistic complexity itself as a pedagogical model in this chapter. De Barros sees Shakespeare’s texts as a “weapon” to use against a range of lazy habits of mind, from bardolatry to consumerist approaches to higher education. He describes how he invites students to examine their own subject positions and ethical priorities in conversation with Shakespeare’s plays; how this engagement spurs conversations about issues from racialized beauty and consent to social mobility and criminality; and finally, how students parlay these insights into practical strategies for addressing related issues in their own lives. Fusing thoughtful intertextual engagements with close reading and autobiographical student writing, De Barros seeks to develop a “personally inflected, politically responsive” Shakespeare capable of combating cultural forces that discourage potentially subversive thought and action.","PeriodicalId":186553,"journal":{"name":"Teaching Social Justice Through Shakespeare","volume":"66 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":"132671262","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
From Pansophia to Public Humanities: Connecting Past and Present Through Community-Based Learning 从泛哲学到公共人文:通过社区学习连接过去和现在
Teaching Social Justice Through Shakespeare Pub Date : 2019-11-01 DOI: 10.3366/edinburgh/9781474455589.003.0021
Tania Boster
{"title":"From Pansophia to Public Humanities: Connecting Past and Present Through Community-Based Learning","authors":"Tania Boster","doi":"10.3366/edinburgh/9781474455589.003.0021","DOIUrl":"https://doi.org/10.3366/edinburgh/9781474455589.003.0021","url":null,"abstract":"This chapter describes a course that explores the public humanities by combining service learning with historical documentary analysis. Students pair with community partners working to address a range of pressing local, national, and global issues. Through analysis of public and historical records, they develop broad strategies for understanding and contextualizing “competing views of social justice, radicalism, patronage, network analyses, structure and agency, and the practical application of the liberal arts.” They then deploy similar strategies in analyzing digitally archived primary sources on seventeenth-century polymath Samuel Hartlib and his pan-European circle of scholars. Comparing the circle’s utopian ideals of pansophia—universal wisdom—with its more severe proposals for reform amidst the turbulent contexts of war and social change, students historicize these discrepancies and gain critical purchase on contemporary approaches to solving similar social problems.","PeriodicalId":186553,"journal":{"name":"Teaching Social Justice Through Shakespeare","volume":"2014 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":"128147688","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
Chicano Shakespeare: The Bard, the Border, and the Peripheries of Performance 奇卡诺莎士比亚:吟游诗人，边界，和外围表演
Teaching Social Justice Through Shakespeare Pub Date : 2019-11-01 DOI: 10.3366/edinburgh/9781474455589.003.0007
Ruben W. Espinosa
{"title":"Chicano Shakespeare: The Bard, the Border, and the Peripheries of Performance","authors":"Ruben W. Espinosa","doi":"10.3366/edinburgh/9781474455589.003.0007","DOIUrl":"https://doi.org/10.3366/edinburgh/9781474455589.003.0007","url":null,"abstract":"Questions of race, ethnicity, power, and identity are not “marginal” to the study of early modern texts, but are indeed central to the work of teaching Shakespeare to students living along the U.S.–Mexico border. Lack of visibility and access regularly alienates Chicanx, Latinx, and other students who have never been invited to imagine Shakespeare as “theirs.” This chapter details an innovative strategy for addressing this problem: student-directed productions (five-minute films) that incorporate original Shakespearean language with dialogue of the students’ own, in which students are free to address contemporary social issues. The result is creative projects that help students feel visible, surmount linguistic barriers, and put the issues that matter to them on the “map.”","PeriodicalId":186553,"journal":{"name":"Teaching Social Justice Through Shakespeare","volume":"37 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":"116686602","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
Shakespearean Tragedy, Ethics, and Social Justice 莎士比亚悲剧、伦理与社会正义
Teaching Social Justice Through Shakespeare Pub Date : 2019-11-01 DOI: 10.3366/edinburgh/9781474455589.003.0011
M. Metzger
{"title":"Shakespearean Tragedy, Ethics, and Social Justice","authors":"M. Metzger","doi":"10.3366/edinburgh/9781474455589.003.0011","DOIUrl":"https://doi.org/10.3366/edinburgh/9781474455589.003.0011","url":null,"abstract":"How can the study of literary form shape students’ understanding of ethics, justice, and community? This chapter describes a course that yokes Shakespearean tragedies to ethical philosophy from Aristotle to Patricia J. Williams. Through these pairings, students compare the benefits of cognitive and affective learning, consider questions of epistemic injustice, reasoning, and belief in historical moments of epistemological crisis, and question the roles of individuals and collectivities in precipitating tragic outcomes. Detailing her approach to teaching Othello alongside Williams’ “The Obliging Shell,” the author illustrates the importance of historicizing the construction of whiteness in order to illuminate the effects of systematized injustice.","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":"114425924","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
Teaching Serial with Shakespeare: Using Rhetoric to Resist 莎士比亚系列教学:用修辞抵抗
Teaching Social Justice Through Shakespeare Pub Date : 2019-11-01 DOI: 10.3366/edinburgh/9781474455589.003.0014
Rachel Holmes
{"title":"Teaching Serial with Shakespeare: Using Rhetoric to Resist","authors":"Rachel Holmes","doi":"10.3366/edinburgh/9781474455589.003.0014","DOIUrl":"https://doi.org/10.3366/edinburgh/9781474455589.003.0014","url":null,"abstract":"This chapter brings the wildly popular 2014 podcast Serial into conversation with Shakespearean tragedy (Romeo and Juliet; Othello) and problem comedy (Measure for Measure) through the unexpected lens of Aristotelian rhetoric. By first introducing the conventions of the classical persuasive arts, Holmes enables students to analyze the legal and interpretive crises that plague Renaissance literature and contemporary court cases alike. This combination empowers students to question the construction of cultural and legal narratives when truth itself seems precarious.","PeriodicalId":186553,"journal":{"name":"Teaching Social Justice Through Shakespeare","volume":"20 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":"120960874","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
Shakespeare in Transition: Pedagogies of Transgender Justice and Performance 转型中的莎士比亚:跨性别正义与表演的教育学
Teaching Social Justice Through Shakespeare Pub Date : 2019-11-01 DOI: 10.3366/edinburgh/9781474455589.003.0003
Sawyer K. Kemp
{"title":"Shakespeare in Transition: Pedagogies of Transgender Justice and Performance","authors":"Sawyer K. Kemp","doi":"10.3366/edinburgh/9781474455589.003.0003","DOIUrl":"https://doi.org/10.3366/edinburgh/9781474455589.003.0003","url":null,"abstract":"As the rhetoric of gender and trans theory has made its way into Shakespeare studies, critics and practitioners increasingly reach for “trans” as a lens through which to read and produce Shakespeare. This chapter points out that although both Shakespearean performance and criticism rely on the rhetoric of trans people and their bodies, actual trans people and bodies are predominantly absent from discourse and performance. This essay looks to readings of the “transgender” in Shakespeare as a way of grappling with both historicist and presentist methodologies, asking us to look beyond “the pants” of cross-dressed heroines to more subtle signifiers of gender nonconformity. The essay then tracks some ways in which education and outreach departments can engage trans and gender-nonconforming communities at the level of production.","PeriodicalId":186553,"journal":{"name":"Teaching Social Justice Through Shakespeare","volume":"48 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":"134148115","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: 2
“Intelligently organized resistance”: Shakespeare in the Diasporic Politics of John E. Bruce “巧妙组织的抵抗”:约翰·e·布鲁斯散居政治中的莎士比亚
Teaching Social Justice Through Shakespeare Pub Date : 2019-11-01 DOI: 10.3366/edinburgh/9781474455589.003.0008
Kim F. Hall
{"title":"“Intelligently organized resistance”: Shakespeare in the Diasporic Politics of John E. Bruce","authors":"Kim F. Hall","doi":"10.3366/edinburgh/9781474455589.003.0008","DOIUrl":"https://doi.org/10.3366/edinburgh/9781474455589.003.0008","url":null,"abstract":"In 1916 the black journalist and organizer John Edward Bruce outlined an approach for the study of Shakespeare aimed at racial uplift. This chapter situates Bruce’s inaugural address to “The Friends of Shakespeare,” a black organization for the study and performance of Shakespeare, in the wider U.S. context of migration, the rise of white nationalism, and pan-Africanist thought. An autodidact, Bruce advocated for a collaborative approach to studying Shakespeare’s works in their historical context and alongside works by black authors. Comparing Bruce’s collectivist and historicist strategies for using Shakespeare as a vehicle for racial uplift, with radical pedagogies described more recently by Joyce E. King and others, Hall argues that the study of Shakespeare, then as now, can equip students for “intelligently organized resistance.”","PeriodicalId":186553,"journal":{"name":"Teaching Social Justice Through Shakespeare","volume":"10 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":"115577858","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
African-American Shakespeares: Loving Blackness as Political Resistance 非裔美国人莎士比亚:作为政治抵抗而热爱黑人
Teaching Social Justice Through Shakespeare Pub Date : 2019-11-01 DOI: 10.3366/edinburgh/9781474455589.003.0006
Jason M. Demeter
{"title":"African-American Shakespeares: Loving Blackness as Political Resistance","authors":"Jason M. Demeter","doi":"10.3366/edinburgh/9781474455589.003.0006","DOIUrl":"https://doi.org/10.3366/edinburgh/9781474455589.003.0006","url":null,"abstract":"Can a Shakespeare course effectively historicize and challenge Shakespeare’s deployment in U.S. educational contexts “as an instrument of white racial consolidation and non-white marginalization”? Demeter offers a concise summary of Shakespeare’s positioning as the pinnacle of “universal” white, Western cultural values before detailing a course that combines Richard III, Henry IV Part I, and Othello with responses to Shakespeare’s works by black artists such as James Baldwin, August Wilson, Toni Morrison, and Djanet Sears. Though he hoped that placing African-American literature and Shakespeare “on equal footing” would provoke critical interrogations of Shakespeare’s privileged place in the literary canon, Demeter finds Shakespeare’s whiteness and universality difficult myths to dismantle, and offers his ambivalent experience as a way to frame key questions about the relation between Shakespeare pedagogy and social justice.","PeriodicalId":186553,"journal":{"name":"Teaching Social Justice Through Shakespeare","volume":"35 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":"117036482","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
Confronting Bias and Identifying Facts: Teaching Resistance Through Shakespeare 直面偏见，认清事实:通过莎士比亚进行教学抵抗
Teaching Social Justice Through Shakespeare Pub Date : 2019-11-01 DOI: 10.3366/edinburgh/9781474455589.003.0016
Carla Della Gatta
{"title":"Confronting Bias and Identifying Facts: Teaching Resistance Through Shakespeare","authors":"Carla Della Gatta","doi":"10.3366/edinburgh/9781474455589.003.0016","DOIUrl":"https://doi.org/10.3366/edinburgh/9781474455589.003.0016","url":null,"abstract":"This chapter foregrounds the essential role of critical analysis in an era when facts, feelings, opinions, news, and propaganda have become increasingly hard to disambiguate. Carla Della Gatta explains that Shakespeareans are in an excellent position to help students navigate this terrain, thanks to our field’s “lengthy, cross-cultural, and international history of determining, disputing, and reinterpreting facts,” a habit that can be put to especial use in identifying various modes of misinformation and bias. This chapter relates exercises in introductory scholarly editing and comparative theatrical/film analyses that enable students to be makers, not just consumers, of knowledge. Putting primary sources directly in students’ hands empowers them to apply rigorous analysis, solve interpretive problems, and hone their confidence in questioning established authority and venerated “facts.” The payoffs span from the understanding of Renaissance literature to informed encounters with “fake news,” biased sources, or unresearched content.","PeriodicalId":186553,"journal":{"name":"Teaching Social Justice Through Shakespeare","volume":"64 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":"126883549","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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