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Titel:Situating Shakespeare Pedagogy in US Higher Education
Titelzusatz:Social Justice and Institutional Contexts
Mitwirkende:Greenberg, Marissa [HerausgeberIn]   i
 Williamson, Elizabeth [HerausgeberIn]   i
Verf.angabe:ed. by Marissa Greenberg, Elizabeth Williamson
Verlagsort:Edinburgh
Verlag:Edinburgh University Press
E-Jahr:2024
Jahr:[2024]
Umfang:1 Online-Ressource (256 p.)
Illustrationen:5 B/W illustrations 5 colour illustrations 5 black & white and 5 colour illustrations
Schrift/Sprache:In English
Ang. zum Inhalt:Frontmatter
 Contents
 List of Figures
 Acknowledgments
 Abstracts
 Notes on Contributors
 Introduction
 1. On Shakespeare, Anticolonial Pedagogy, and Being Just
 2. Deeply Engaged Protest: Social Justice Pedagogy and Shakespeare's "Monument"
 3. Teaching Shakespeare at an Urban Public Community College: An Equity-Driven Approach
 4. Teaching Shakespeare as a Killjoy Practice in a White Dominant Institution
 5. Shakespeare and Environmental Justice: Collaborative Eco-Theater in Yosemite National Park and the San Joaquin Valley
 6. Where Curriculum Meets Community: Teaching Borderlands Shakespeare in San Antonio
 7. Dressing to Transgress: Aesthetic Matching, Historical Costumers of Color, and the Restorying of Institutional Spaces
 8. Shakespeare in a Catholic University: (Re)creating Knowledge in a Divided Landscape
 9. Shakespeare's Mixed Stock: Biracial Affect in the Field
 10. Who Shot Romeo? And How Can We Stop the Bleeding? Urban Shakespeare, White People, and Education Beyond the Neoliberal Nightmare
 Afterword
 Bibliography
 Index
ISBN:978-1-3995-1666-2
Abstract:Moves away from offering a single methodology or approach to social justice teaching, providing practical models for academics to followDescribes policy strategies and pedagogical practices for more equitable instruction of Shakespeare and Renaissance literatureReflects candidly on the relationship between identity and institutionality for Shakespeare educators and their studentsSituates the harms perpetuated by Shakespeare in higher education and revolutionary responses at institutions across the United StatesForegrounds faculty identities and institutional contexts for teaching and learning about ShakespeareDemonstrates for higher education administrators the scholarly legitimacy and social significance of justice-oriented pedagogyOn 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
DOI:doi:10.1515/9781399516662
URL:kostenfrei: Resolving-System: https://doi.org/10.1515/9781399516662
 kostenfrei: Verlag: https://www.degruyter.com/isbn/9781399516662
 Cover: https://www.degruyter.com/document/cover/isbn/9781399516662/original
 DOI: https://doi.org/10.1515/9781399516662
Datenträger:Online-Ressource
Sprache:eng
Sach-SW:EDUCATION / Aims & Objectives
K10plus-PPN:1881014851
 
 
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