Situating Shakespeare Pedagogy in Us Higher Education: Social Justice and Institutional Contexts

Situating Shakespeare Pedagogy in U.S. Higher Education argues that teaching Shakespeare should be anchored in institutional power dynamics to address systemic injustice and provide hope and practical guidance for scholar-educators.

Format: Hardback
Length: 256 pages
Publication date: 08 January 2024
Publisher: Edinburgh University Press

On college and university campuses across the United States, scholar-teachers and their students find themselves in a state 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 compelling case for anchoring our teaching in the institutional power dynamics that have historically contributed to systemic injustice and continue to impact 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 specific 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 offer hope and practical guidance for scholar-educators who aspire to meet their students where they are.

The contributors to this collection approach their work from a range of disciplinary backgrounds and theoretical perspectives, bringing a wealth of knowledge and experience to the table. They offer a diverse range of insights and strategies for navigating the complex terrain of teaching Shakespeare in higher education, including discussions of critical race theory, gender and sexuality studies, postcolonialism, and disability studies.

One of the key themes that emerges from the collection is the importance of centering the experiences of marginalized students in our teaching. The contributors argue that Shakespeare's plays offer a rich source of material for exploring the experiences of marginalized groups, such as women, people of color, and LGBTQ+ individuals. By incorporating these perspectives into our teaching, we can create a more inclusive and equitable learning environment for all students.

Another important theme is the challenge of balancing academic rigor with social justice concerns. The contributors acknowledge that teaching Shakespeare can be a complex and challenging task, particularly when it comes to addressing complex social issues such as racism, sexism, and inequality. However, they argue that by integrating social justice principles into our teaching, we can create a more meaningful and impactful learning experience for our students.

The collection also highlights the importance of collaboration and partnerships between scholar-teachers and administrators in order to promote social justice in higher education. The contributors suggest that building relationships with community organizations, advocacy groups, and other stakeholders can help to create a more supportive and inclusive campus environment for marginalized students.

In conclusion, Situating Shakespeare Pedagogy in U.S. Higher Education is a valuable resource for scholar-teachers who are committed to promoting social justice in their teaching. The collection offers a wealth of insights and strategies for navigating the complex terrain of teaching Shakespeare in higher education, and it provides a strong case for anchoring our teaching in the institutional power dynamics that have historically contributed to systemic injustice. By centering the experiences of marginalized students, balancing academic rigor with social justice concerns, and building partnerships with community organizations, we can create a more inclusive and equitable learning environment for all students.

Weight: 526g
Dimension: 234 x 156 x 16 (mm)
ISBN-13: 9781399516648