Situating Shakespeare Pedagogy in Us Higher Education - by Marissa Greenberg & Elizabeth Williamson (Paperback)

About the Book

Moves away from offering a single methodology or approach to social justice teaching, providing practical models for academics to follow

Book Synopsis

On college and university campuses across the United States, scholar-teachers and their students find themselves in conditions of both real threat and tremendous possibility. Building on the recent surge of interest in equitable pedagogy within the field of Shakespeare and Renaissance literary studies, Situating Shakespeare Pedagogy in U.S. Higher Education makes a case for anchoring our teaching in these institutional power dynamics that have historically contributed to systemic injustice and continue to affect our work on a daily basis. Each of the contributors to this collection speaks directly to the intersection between their own identities, the lived experiences of their students, and the particular qualities of the institutions where they teach--including student demographics, curricular requirements, geographical location, and comparative levels of administrative support for implementing social justice approaches. From this perspective, they provide hope and practical guidance for scholar-educators who want to meet our students where they are.

Review Quotes

Situating Shakespeare provides a glimpse into some of the most exciting approaches to social justice pedagogy within Shakespeare studies and its format asks readers to consider their own students more closely and dream of what our classes could be. This collection is filled with possibilities, and I am looking forward to seeing the work that these contributors will inspire.--Savannah Jensen, Florida Gulf Coast University "Borrowers and Lenders"

Through first-person essays by established and emerging scholars, Situating Shakespeare Pedagogy exemplifies the varied geographical and institutional landscapes of US higher education today. Contributors explore the symbiotic relationship between classroom instruction and the social infrastructure of the academy; the physical architecture of our archives, libraries, museums, and monuments; collaborative potentials of bilingual performance spaces in the Borderlands; and ecologically informed public engagement in National Parks.

--Jonathan Hsy, The George Washington University