{"title":"Adjunct Pleasure: Shakespeare’s Sonnets and the Writing on the Walls","authors":"M. Harrison","doi":"10.3366/edinburgh/9781474455589.003.0015","DOIUrl":"https://doi.org/10.3366/edinburgh/9781474455589.003.0015","url":null,"abstract":"In this chapter, Matthew Harrison explores how the radical contingencies of Elizabethan sonnets and academic employment can mutually inform pedagogical practice. Tracing links between contingent labor in higher education and early modern poets’ “phenomenology of contingency,” the chapter considers what happens when the metrics of selfhood and social perception produce competing notions of individual “value.” Harrison diagnoses how readily structural shortcomings are masked by fictions of personal exceptionalism or failure, and it proposes several practical strategies that invite students to “replace postures designed for obedience with active and bodily engagement with each other’s ideas.”","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":"129808958","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}
{"title":"Teaching Environmental Justice and Early Modern Texts: Collaboration and Connected Classrooms","authors":"R. Laroche, Jennifer Munroe","doi":"10.3366/edinburgh/9781474455589.003.0012","DOIUrl":"https://doi.org/10.3366/edinburgh/9781474455589.003.0012","url":null,"abstract":"Rebecca Laroche and Jennifer Munroe offer innovative approaches to teaching the embodied and collective history of human impact on the planet through early modern texts and contemporary ecofeminist theory. Combining Rob Nixon’s concept of “slow violence” (a way to understand environmental destruction over long periods of time) with an ecofeminist approach that “interrogates mutual forms of subjugation,” the authors stress how humans inhabit collective environments with other human and nonhuman entities. Their intersectional teaching strategy reflects this attitude by elevating collaborative scholarship, forging links between distinct classroom communities, and empowering students to historicize environmental problems, from water quality to wildfires. Students collaborate across geographic and institutional differences, and with scholarly efforts like the Early Modern Recipes Online Collective, to develop a heightened sense of both place and global interconnectedness.","PeriodicalId":186553,"journal":{"name":"Teaching Social Justice Through Shakespeare","volume":"26 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":"132031336","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}
{"title":"An Afterword About Self/Communal Care","authors":"Ayanna Thompson","doi":"10.3366/edinburgh/9781474455589.003.0023","DOIUrl":"https://doi.org/10.3366/edinburgh/9781474455589.003.0023","url":null,"abstract":"It is interesting to note that the terms “Shakespeare” and “social justice” are neither assumed to be synonymous nor necessarily “relevant” to each other. I find this particularly ironic because as a black, female Shakespeare scholar, I have come to think of Shakespeare as my great secret weapon. I frequently wield him in the service of dialogues about equality, justice, and progress as a hidden dagger that slices to the heart of the matter. As a graduate student, I specifically chose not to specialize in African-American literature and culture because I thought (naively and mistakenly) that I would not get a large enough set of interlocutors; many who are resistant to pedagogies/scholarship of justice simply opt not to engage with (i.e. ignore all together) African-American literature, culture, and scholarship. Shakespeare, on the other hand, has been so thoroughly adopted as both the epitome of high culture and as quintessentially American (regardless of the pesky fact of his birth in Stratford-upon-Avon) that many come to his works on the page, the stage, and in the classroom with their defenses down. They are more open and available to complex social issues when they encounter them in Shakespeare’s works. My students regularly comment that they come to my classes to study Shakespeare but leave having learned so much more about our contemporary world. I know that many of you will have heard similar comments....","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":"134061276","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}